Mathematics Grade 2
By:
Siyavula Uploaders
Mathematics Grade 2
By:
Siyavula Uploaders
Online:
< http://cnx.Org/content/collll31/l.l/ >
CONNEXIONS
Rice University, Houston, Texas
This selection and arrangement of content as a collection is copyrighted by Siyavula Uploaders. It is licensed under
the Creative Commons Attribution 3.0 license (http://creativecommons.Org/licenses/by/3.0/).
Collection structure revised: October 15, 2009
PDF generated: February 6, 2011
For copyright and attribution information for the modules contained in this collection, see p. 270.
Table of Contents
1 Term 1
1.1 Friends 1
1.2 The calendar 11
1.3 Doubling and halving 15
1 .4 One more and problem solving 22
1.5 Number facts 26
1.6 Sums in shapes at the fun fare 30
1.7 Tall and short 36
1.8 Number Puzzles 42
1.9 Assessment 49
1.10 Friends 52
1.11 Grouping 57
1.12 Mass, doubling, halving 63
1.13 Measure 69
1.14 Money 73
2 Term 2
2.1 Number sentences 81
2.2 Establishing position in the classroom 89
2.3 Graphs, adding and subtracting 94
2.4 Bonds of 10 and 11 102
2.5 Birthdays 107
2.6 Number patterns 113
2.7 Partners 122
2.8 Measure activities 128
2.9 Patterns 135
3 Term 3
3.1 Vehicles - distance 139
3.2 Doubling 146
3.3 All about 16 153
3.4 All about 10 159
3.5 All about 13 164
3.6 Shapes 168
3.7 Fractions with squares 173
3.8 All about tens and twenties 183
3.9 All about 17 185
3.10 All about 18 192
3.11 Work with squares and circles 202
3.12 Multiples of 5 and 10 207
4 Term 4
4.1 Addition, minus, multiplication and doubling 213
4.2 Place value and number sentences 221
4.3 Multiples and sharing 225
4.4 Mass and distances 231
4.5 Bonds 236
4.6 Shapes 240
4.7 Vehicles - distance 244
4.8 Patterns 248
4.9 Directions 253
IV
4.10 Telling the time 258
4.11 Adding and subtracting 261
4.12 Calendar 264
Attributions 270
Chapter 1
Term 1
1.1 Friends 1
1.1.1 MATHEMATICS
1.1.2 Mathematics in the world around us
1.1.3 EDUCATOR SECTION
1.1.4 Memorandum
1.1.5 Critical and developmental outcomes:
The learners must be able to:
1. identify and solve problems and make decisions using critical and creative thinking;
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;
6. demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation;
7. reflect on and explore a variety of strategies to learn more effectively;
8. participate as responsible citizens in the life of local, national, and global communities;
9. be culturally and aesthetically sensitive across a range of social contexts;
10. explore education and career opportunities; and
develop entrepreneurial opportunities.
MODULE 1
lr This content is available online at <http://cnx.Org/content/m22584/l.l/>.
CHAPTER 1. TERM 1
Critical and developmental outcomes:
Pages:
CO 1
E-4, 10, 11, 14, 18, 19, 20, 21, 24
CO 2
E-l, E-5, 15, 25
CO 3
3, 4, E-2, 16, 17
CO 4
5
CO 5
1, 7, 8, 9, 12,13, 22
CO 6
28
CO 7
5, 6, 27, 28, 29
CO 8
26, E-9
Table 1.1
• Integration of Themes: Friends
• Inclusively: Although we are all unique, we share many similarities; appearance, sport, education
etc.
• Social Justice: Friends and their expected behaviour towards one another.
• A healthy environment: This is our responsibility - what can we do about keeping our environment
healthy?
Educator's page
• Each learner has page 2 which they can colour and put into a plastic sleeve until the completion of
page 6.
• Discussion of the friends will follow
• Who are they? Names? How many?
• Who is first? second? third? etc.
• Who comes after Mo, etc?before Pat, etc.?between Sisulu and Ann?
• Are they all the same - Why not?
• Are they different? How do you know? Give reasons. Here are some clues to help you.
Look at their hair - long/short. Clothes. Lengths - tall/short.
• There are some things that are the same.
• Clues:
Look at eyes/each one has 2 eyes.
Count the eyes in two's.
Ears? Count the ears in two's.
Hands? Count in two's.
Feet? Count in two's.
Shoes? Count in two's.
Legs? Count in two's.
Arms? Count in two's.
Noses? Count in ?
Mouth? Count in ?
Fingers on one hand / count in 5's.
Fingers on 2 hands / count in 10's.
Toes on one foot / count in 5's.
Toes on two feet / count in 10's.
1.1.6
LO 1.2
Table 1.2
1.1.7 LEANER SECTION
1.1.8 Content
1.1.8.1 ACTIVITY: Friends [LO 1.4, LO 1.1]
• Tell your friends who you are.
My name is
I am
years old.
It is my first day in Grade
• Draw a picture in each block.
Figure 1.1
Yesterday
CHAPTER 1. TERM 1
Figure 1.2
Today
Figure 1.3
Tomorrow
LO 4.4
Table 1.3
My friends
Figure 1.4
These are my friends.
Figure 1.5
• I have
friends.
There are boys and
girls.
• There are boys than girls.
more/less/the same number of
• They all have names.
First is Liz, second is
third is
fourth
is
fifth is _
seventh
ninth
is
Sally comes after _
Mike comes before
Tom is between
1st 2nd 3rd 4th
Numbers also have names.
• Write their names:
CHAPTER 1. TERM 1
sixth is
eighth
and last
is
Figure 1.6
and
LO 1.1
LO 1.4
Table 1.4
9_
10
• Seven comes after
Three comes before
• Five comes between
and
• Fill in the missing numbers.
1
3
7
10
Table 1.5
10
9
Table 1.6
LO 1.3
LO 1.10
Table 1.7
All about my friends.
Figure 1.7
• We are all (the same / different)
• have long
hair.
have short
hair. (How many?
My graph
The length of my friends' hair
Long hair
Short hair
friends
1
2
3
4
5
6
7
8
9
10
Table 1.8
• Colour the blocks red to show the number of friends that have long hair.
CHAPTER 1. TERM 1
• Colour the blocks blue to show the number of friends that have short hair.
Figure 1.8
Write:
• There are with long hair, (more/less)
• There are with short hair, (more/less)
• Count the children in the class with long hair. have long hair.
• Count the children in the class with short hair. have short hair.
LO 5.1
LO 5.2
LO 5.4
LO 5.5
Count their eyes in 2's.
Table 1.9
Friend/s
1
2
3
I
5
Eyes
Figure 1.9
Count their ears in 2's.
Friend/s
1
2
3
I
5
Ears
Figure 1.10
Count their fingers in 10's.
Friend/s
Q Q
AAA
3
A A i
L
Figure 1.11
Count their toes in 10's.
Friend/s
C
A
A
Q
AAA
3
A ,
Figure 1.12
Choose a friend. Each one takes some counters.
Guess
Count
10 CHAPTER 1. TERM 1
LO 1.2
Table 1.10
1.1.9 Assessment
Learning Outcome 2. 'The learner will be able to recognise, describe and represent numbers and their
The learner will be able to recognise, describe and represent numbers and their relationships, and to count,
estimate, calculate and check with competence and confidence in solving problems.
Assessment Standard 1.1: We know this when the learner counts to at least 100 everyday objects
reliably;
Assessment Standard 1.2: We know this when the learner counts forwards and backwards in:
1.2.1 ones from any number between and 200;
1.2.2 tens from any multiple of 10 between and 200;
1.2.3 fives from any multiple of 5 between and 200;
1.2.4 twos from any multiple of 2 between and 200;
Assessment Standard 1.3: We know this when the learner knows and reads number symbols from 1
to at least 200 and writes number names from 1 to at least 100;
Assessment Standard 1.4: We know this when the learner orders, describes and compares the following
numbers:
1.4.1 whole numbers to at least 2-digit numbers;
1.4.2 common fractions including halves and quarters;
Assessment Standard 1.10: We know this when the learner uses the following techniques:
1.10.1 building up and breaking down numbers;
1.10.2 doubling and halving;
1.10.3 using concrete apparatus (e.g. counters);
1.10.4 number-lines;
Learning Outcome 4:The learner will be able to use appropriate measuring units, instruments and
formulae in a variety of contexts.
Assessment Standard 4.4: We know this when the learner sequences events according to days, weeks,
months and years;
Learning Outcome 5:The learner will be able to collect, summarise, display and critically analyse data
in order to draw conclusions and make predictions, and to interpret and determine chance variation.
Assessment Standard 5.1: We know this when the learner collects data (alone and/or as a member
of a group or team) in the classroom and school environment to answer questions posed by the teacher (e.g.
'how many learners are there in each classroom?');
Assessment Standard 5.2: We know this when the learner sorts physical objects to one attribute
chosen by the teacher;
Assessment Standard 5.4: We know this when the learner draws pictures and constructs pictographs
that have a 1-1 correspondence between own data and representations;
Assessment Standard 5.5: We know this when the learner describes own or a peer's collection of
objects, explains how it was sorted, and answers questions about it.
11
1.2 The calendar 2
1.2.1 MATHEMATICS
1.2.2 Mathematics in the world around us
1.2.3 EDUCATOR SECTION
1.2.4 Memorandum
1.2.5 Critical and developmental outcomes:
The learners must be able to:
1. identify and solve problems and make decisions using critical and creative thinking;
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;
6. demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation;
7. reflect on and explore a variety of strategies to learn more effectively;
8. participate as responsible citizens in the life of local, national, and global communities;
9. be culturally and aesthetically sensitive across a range of social contexts;
10. explore education and career opportunities; and
develop entrepreneurial opportunities.
MODULE 1
Critical and developmental outcomes:
Pages:
CO 1
E-4, 10, 11, 14, 18, 19, 20, 21, 24
CO 2
E-l, E-5, 15, 25
CO 3
3, 4, E-2, 16, 17
CO 4
5
CO 5
1, 7, 8, 9, 12,13, 22
CO 6
28
CO 7
5, 6, 27, 28, 29
CO 8
26, E-9
Table 1.11
• Integration of Themes: Friends
• Inclusively: Although we are all unique, we share many similarities; appearance, sport, education
etc.
• Social Justice: Friends and their expected behaviour towards one another.
• A healthy environment: This is our responsibility - what can we do about keeping our environment
healthy?
2 This content is available online at <http://cnx.Org/content/m22585/l.l/>.
12
CHAPTER 1. TERM 1
Educator's page
• Each learner has page 7.
• "Why do we want a calendar?" [ It tells us the days of the week, months of the year and the date. This
is important so that we can know when our appointments are, when our birthdays are, which days are
school days, which weekends, etc.]
• What is the first day of the week? Sunday.
• Let's say all the days of the week beginning from Sunday.
• Questions: - Which day comes after e.g. Monday? After Friday, etc?- Which day comes before
e.g. Wednesday? Before Sunday, etc?- Which day comes between Tuesday and Thursday, etc?- At
which month of the year are we looking now?- How many days in January?- Count to 31 forward and
backward.- On which day is the 3rd of January? How do you know? On which day is the 10th of
January?- How many days from the second of January to the tenth?- What day is it today? Today
is Tomorrow will be Yesterday was - What
is today's date?- When did school begin?- Count all the school days in January.- Which month comes
after January?- Learn the song: January, February, March, April...- Read and do the instructions on
page 7.
LO 4.2
LO 4.3
Table 1.12
1.2.5.1 LEANER SECTION
1.2.5.2 Content
1.2.5.3 ACTIVITY: The calendar [LO 1.1, LO 1.4, LO 4.2, LO 4.3, LO 4.4]
• My calendar for
IVIy calendar for
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
• January has 31 days.
• Count from 1 to 31.
• Write the missing numbers in the blocks.
• January has Mo
•
ndays.
is the first
day of the week.
• The 3 rd of January i
5 on a
Table 1.13
13
LO 1.1
LO 4.2
LO 4.3
LO 4.4
Table 1.14
• My calendar can help me.
is the first month of the
year.
There are days in
a week.
Sunday, M ,T
W
Today is
Yesterday was
Tomorrow will be
Tuesday comes after _
Sunday comes before
Complete these parts of a calendar.
s
M
T
W
Th
F
S
1
2
Table 1.15
Table 1.16
LO 4.2
LO 4.3
Table 1.17
Table 1.18
s
M
T
W
Th
F
S
4
5
S
M
T
W
Th
F
S
4
5
S
M
T
W
Th
F
S
9
10
14
CHAPTER 1. TERM 1
Table 1.19
s
M
T
W
Th
F
S
5
6
Table 1.20
• Which number comes after
• Which number comes before ..
4,
9,
5,
7
Which number comes between
3
5
7
9
4
6
LO 1.4
LO 4.3
Table 1.21
1.2.5.3.1 Assessment
Learning Outcome 2. 'The learner will be able to recognise, describe and represent numbers and their
The learner will be able to recognise, describe and represent numbers and their relationships, and to count,
estimate, calculate and check with competence and confidence in solving problems.
Assessment Standard 1.1: We know this when the learner counts to at least 100 everyday objects
reliably;
Assessment Standard 1.4: We know this when the learner orders, describes and compares the following
numbers:
1.4.1 whole numbers to at least 2-digit numbers;
1.4.2 common fractions including halves and quarters;
Learning Outcome 4:The learner will be able to use appropriate measuring units, instruments and
formulae in a variety of contexts.
Assessment Standard 4.2: We know this when the learner names in order the days of the week and
the months of the year;
15
Assessment Standard 4.3: We know this when the learner calculates elapsed time in:
4.3.1 hours and minutes using clocks;
4.3.2 days, weeks and months using calendars;
Assessment Standard 4.4: We know this when the learner sequences events according to days, weeks,
months and years;
1.3 Doubling and halving 3
1.3.1 MATHEMATICS
1.3.2 Mathematics in the world around us
1.3.3 EDUCATOR SECTION
1.3.4 Memorandum
1.3.5 Critical and developmental outcomes:
The learners must be able to:
1. identify and solve problems and make decisions using critical and creative thinking;
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;
6. demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation;
7. reflect on and explore a variety of strategies to learn more effectively;
8. participate as responsible citizens in the life of local, national, and global communities;
9. be culturally and aesthetically sensitive across a range of social contexts;
10. explore education and career opportunities; and
develop entrepreneurial opportunities.
MODULE 1
Critical and developmental outcomes:
Pages:
CO 1
E-4, 10, 11, 14, 18, 19, 20, 21, 24
CO 2
E-l, E-5, 15, 25
CO 3
3, 4, E-2, 16, 17
CO 4
5
CO 5
1, 7, 8, 9, 12,13, 22
CO 6
28
CO 7
5, 6, 27, 28, 29
CO 8
26, E-9
Table 1.22
3 This content is available online at <http://cnx.Org/content/m22587/l.l/>.
16 CHAPTER 1. TERM 1
• Integration of Themes: Friends
• Inclusively: Although we are all unique, we share many similarities; appearance, sport, education
etc.
• Social Justice: Friends and their expected behaviour towards one another.
• A healthy environment: This is our responsibility - what can we do about keeping our environment
healthy?
Educator's page
Doubling
Pick up 1 counter / block / bean in one hand.
Pick up the same number in the other hand.
How many?
How many altogether?
We can say 1 + 1 = 2
What have we done?
We have taken the same number in the other hand.
We say WE HAVE DOUBLED ONE.
One doubled is equal to 2.
Follow the same steps with 2, 3, 4 and 5 so that learners understand the concept of doubling.
Ask each one individually in order to assess whether he understands the term "double" and whether
he can work out the doubles.
How else can we double numbers besides using counters? Draw?
Look around the room: Can you see any place where numbers are doubled?E.g. 4 windows on the left
side and 4 windows on the right side.Lights?Body parts? - eyes, ears, hands, feet, fingers, toes.
Halving
Halving means sharing out equally between 2 people. Work on the mat, e.g.
• Take 2 countersShare them out between 2 childrenHow many will each get?What happens if we put
the 2 counters together again? We will have 2. What is that called? Doubling.
• Take 4 counters.
• Follow steps as for 2
• Take 6
• Take 8
• Take 10
1.3.5.1 LEANER SECTION
1.3.5.2 Content
1.3.5.3 ACTIVITY: Doubling and halving [LO 1.10, LO 1.2, LO 1]
Doubling and Halving
Liz and Mike go for a walk.
They see all these doubles. They can halve them too.
Can you?
17
Figure 1.13
• Make sums with your doubles.
LO 1.10
Table 1.23
Doubling and halving
18
CHAPTER 1. TERM 1
Double these .
o o
+ l = .
2 + 2 = .
3 + 3:
L + L =
Halve these
o
o
©<£>
©<£?
half of 2 is =
half of i. is = .
half of 6 is =
half of 8 is :
Figure 1.14
Which other numbers can you double?
Now halve them.
10
Half of
20
20
40
100
200
200
400
Table 1.24
Which other numbers can you halve?
Double these.
Try
40
20
60
30
80
40
Table 1.25
LO 1.10
Table 1.26
• I keep my things tidy.
19
! T 1 ,
: jb i fe ! fc ! |fe
I 2 I 2 i 2 I 2
Figure 1.15
I have pairs of socks.
• I have
2 + 2 + 2 + 2 =
2 taken 4 times is equal to
socks altogether.
2
2
e&
Figure 1.16
• I have pairs of shoes.
• I have
shoes altogether.
2 taken times is equal to
i 2 i 2
Figure 1.17
• My shirts are stacked in 2's.
20
CHAPTER 1. TERM 1
• I have
shirts altogether.
2 + 2 =
2 taken times is equal to
LO 1.2
Table 1.27
Colour:2 red2 blueCount in 2's
Colour:3 red3 blueCount in 3's
1
2
3
4
5
6
7
8
9
10
Table 1.28
• I stack my toys
21
I stack my Lego in 5s.
I have 2 stacks of 5's.
I have Legos altogether.
5 + 5 = 105 taken times is ea^ual to .
I stack mu cars in 5's.
I have stacks of 5's.
I have cars altogether.
5 +0 =
5 taken time is ecjual to .
I pin up my photos in 10's.
I have board of 10's.
I have photos altogether.
10 +0 =
10 taken 1 time are ecjual to
&
10
5
5
fe: :
$
^ 5
^■-
Figure 1.18
LO 1
Table 1.29
• Complete
3 boys wear socks. 2 + 2 + 2 =
5 girls have eyes. 2 + 2 + 2 -
1 mom has hands. 2 + = .
Pat and Ann have hands. 2
Mike and Sisulu have shoes.
2 =
+- 2 = __
2 + 2 =
1,3.6 Assessment
Learning Outcome 2. 'The learner will be able to recognise, describe and represent numbers and their
The learner will be able to recognise, describe and represent numbers and their relationships, and to count,
estimate, calculate and check with competence and confidence in solving problems.
Assessment Standard 1.2: We know this when the learner counts forwards and backwards in:
1.2.1 ones from any number between and 200;
1.2.2 tens from any multiple of 10 between and 200;
1.2.3 fives from any multiple of 5 between and 200;
1.2.4 twos from any multiple of 2 between and 200;
Assessment Standard 1.10: We know this when the learner uses the following techniques:
1.10.1 building up and breaking down numbers;
22
CHAPTER 1. TERM 1
1.10.2 doubling and halving;
1.10.3 using concrete apparatus (e.g. counters);
1.10.4 number- lines;
1.4 One more and problem solving 4
1.4.1 MATHEMATICS
1.4.2 Mathematics in the world around us
1.4.3 EDUCATOR SECTION
1.4.4 Memorandum
1.4.5 Critical and developmental outcomes:
The learners must be able to:
1. identify and solve problems and make decisions using critical and creative thinking;
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;
6. demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation;
7. reflect on and explore a variety of strategies to learn more effectively;
8. participate as responsible citizens in the life of local, national, and global communities;
9. be culturally and aesthetically sensitive across a range of social contexts;
10. explore education and career opportunities; and
develop entrepreneurial opportunities.
MODULE 1
Critical and developmental outcomes:
Pages:
CO 1
E-4, 10, 11, 14, 18, 19, 20, 21, 24
CO 2
E-l, E-5, 15, 25
CO 3
3, 4, E-2, 16, 17
CO 4
5
CO 5
1, 7, 8, 9, 12,13, 22
CO 6
28
CO 7
5, 6, 27, 28, 29
CO 8
26, E-9
Table 1.30
• Integration of Themes: Friends
4 This content is available online at <http://cnx.Org/content/m22588/l.l/>.
23
• Inclusively: Although we are all unique, we share many similarities; appearance, sport, education
etc.
• Social Justice: Friends and their expected behaviour towards one another.
• A healthy environment: This is our responsibility - what can we do about keeping our environment
healthy?
1.4.5.1 Educator's page
One more
Teacher will assess whether learners understand the concept of 1 more by doing the following on the mat:
[U+263B] Put out 4 counters. Make it 1 more (different colour). How many?
[U+263B] Do the same with 7, 3, 9, etc.
[U+263B] How many children are there in the room? We get 1 more - how many are there now?
Let 4 or 5 learners stand in front. How many children are there?
One more?
[U+263B] Now observe and assess as similar steps are done making ONE LESS.
Problem Solving
[U+263B] Learners need to be confronted with problem solving many times so that they are able to work
out their own strategies.
[U+263B] Take for example the problem at the bottom of page 15.
[U+263B] Set a similar problem and observe how the learners attempt to solve it.
[U+263B] Discuss their different strategies.
[U+263B] They may use counters or draw pictures or do it mentally, etc.
[U+263B] They must be able to explain their strategies in words.
[U+263B] Discuss different strategies.
1.4.5.2 LEANER SECTION
1.4.5.3 Content
1.4.5.4 ACTIVITY: One more and problem solving [LO 1.9, LO 1.11]
• Complete:
Figure 1.19
9 boys and 1 more are boys.
24
CHAPTER 1. TERM 1
4 girls and 1 more are girls.
2 sticks and 1 more are sticks.
5 socks and 1 more are socks.
Figure 1.20
7 cakes and 1 less are cakes.
9 balloons and 1 less are balloons.
6 pens and 1 less are pens.
3 girls and 1 less are girls.
There are 5 boys at my house. Another boy comes to play.
Now we are boys.
Five girls go for a walk. One girl goes home. Now there are girls.
LO 1.9
LO 1.11
Table 1.31
Figure 1.21
We play marbles. Each one wins two more.
Draw two more marbles in each bag.
25
L + 2 = .
Figure 1.22
Complete:
o &
Figure 1.23
• Jo lost 2 marbles. He has 6 marbles left. He had
• Say how you did the sum or draw the marbles.
marbles at the start of the game.
LO 1.9
LO 1.11
Table 1.32
26
CHAPTER 1. TERM 1
1,4,6 Assessment
Learning Outcome 2. 'The learner will be able to recognise, describe and represent numbers and their rela-
tionships, and to count, estimate, calculate and check with competence and confidence in solving problems.
Assessment Standard 1.9: We know this when the learner performs mental calculations involving:
1.9.1 addition and subtraction for numbers to at least 20;
1.9.2 multiplication of whole numbers with solutions to at least 20;
Assessment Standard 1.11: We know this when the learner explains own solutions to problems.
1.5 Number facts 5
1.5.1 MATHEMATICS
1.5.2 Mathematics in the world around us
1.5.3 EDUCATOR SECTION
1.5.4 Memorandum
1.5.5 Critical and developmental outcomes:
The learners must be able to:
1. identify and solve problems and make decisions using critical and creative thinking;
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;
6. demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation;
7. reflect on and explore a variety of strategies to learn more effectively;
8. participate as responsible citizens in the life of local, national, and global communities;
9. be culturally and aesthetically sensitive across a range of social contexts;
10. explore education and career opportunities; and
develop entrepreneurial opportunities.
MODULE 1
Critical and developmental outcomes:
Pages:
CO 1
E-4, 10, 11, 14, 18, 19, 20, 21, 24
CO 2
E-l, E-5, 15, 25
CO 3
3, 4, E-2, 16, 17
CO 4
5
CO 5
1, 7, 8, 9, 12,13, 22
CO 6
28
CO 7
5, 6, 27, 28, 29
CO 8
26, E-9
5 This content is available online at <http://cnx.Org/content/m22597/l.l/>.
27
Table 1.33
• Integration of Themes: Friends
• Inclusively: Although we are all unique, we share many similarities; appearance, sport, education
etc.
• Social Justice: Friends and their expected behaviour towards one another.
• A healthy environment: This is our responsibility - what can we do about keeping our environment
healthy?
Educator's page
Number Facts
[U+263B] Use flashcards with +1, -1, +2, -2 sums. Flash and assess whether learners can say the answers
reasonably quickly or whether they still need counters, etc.
[U+263B] Do an example of the hidden picture (page 1)
1. . .
4. . .
7. . .
on the board so that everyone understands how to plot
the answers and join the dots which they mark in red.
1.5.6 LEANER SECTION
1.5.7 Content
1.5.7.1 ACTIVITY: Number facts [LO 1.4, LO 1.1]
Smarties on a plate.
• I add three more to every plate.
3 + 3 =
28
CHAPTER 1. TERM 1
P
Figure 1.25
• Sisulu has 6 smarties. He eats three. Now he has smarties left.
• Des ate three smarties. He has 4 smarties left. He had smarties on his plate to begin with.
• Say or show how you did the sum.
LO 1.9
LO 1.11
Table 1.34
More fun!
• Use the answers to draw a red dot. Join the dots to make a picture.
1.
2.
3.
L-
5.
6-
7.
Z.
S.
i. £-3= 4, 5 + 3= 7. 6-3<
2. 7-3= 5. 6 + 3= s. 5-3>
3. 5 + 2= h. 3 + 3= <5 L-3-
Figure 1.26
What did you draw?
• Follow the road to Pat's house.
29
A
Figure 1.27
• Say the answers quickly to a friend. Now write the answers.
4 + 3 = . 5-3 = . 9-3 = .
3+3=. 6+1=. 7+2=.
7-2 = . 1 + 3 = . 8-3 = .
• Choose and colour one.
I was qood. Not so qood. Oops!
Figure 1.28
LO 1.12
LO 1.9
LO 3.1
Table 1.35
1,5.8 Assessment
Learning Outcome 2:The learner will be able to recognise, describe and represent numbers and their
The learner will be able to recognise, describe and represent numbers and their relationships, and to count,
estimate, calculate and check with competence and confidence in solving problems.
Assessment Standard 1.9: We know this when the learner performs mental calculations involving:
1.9.1 addition and subtraction for numbers to at least 20;
1.9.2 multiplication of whole numbers with solutions to at least 20;
Assessment Standard 1.11: We know this when the learner explains own solutions to problems;
Assessment Standard 1.12: We know this when the learner checks the solution given to problems by
peers.
Learning Outcome 3:The learner will be able to describe and represent characteristics and relationships
between two-dimensional shapes and three-dimensional objects in a variety of orientations and positions.
Assessment Standard 3.1: We know this when the learner recognises, identifies and names two-
dimensional shapes and three-dimensional objects in the school environment and in pictures, including:
3.1.1 boxes (prisms), balls (spheres) and cylinders;
3.1.2 triangles, squares and rectangles;
3.1.3 circles.
30
CHAPTER 1. TERM 1
1.6 Sums in shapes at the fun fare 6
1.6.1 MATHEMATICS
1.6.2 Mathematics in the world around us
1.6.3 EDUCATOR SECTION
1.6.4 Memorandum
1.6.5 Critical and developmental outcomes:
The learners must be able to:
1. identify and solve problems and make decisions using critical and creative thinking;
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;
6. demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation;
7. reflect on and explore a variety of strategies to learn more effectively;
8. participate as responsible citizens in the life of local, national, and global communities;
9. be culturally and aesthetically sensitive across a range of social contexts;
10. explore education and career opportunities; and
develop entrepreneurial opportunities.
MODULE 1
Critical and developmental outcomes:
Pages:
CO 1
E-4, 10, 11, 14, 18, 19, 20, 21, 24
CO 2
E-l, E-5, 15, 25
CO 3
3, 4, E-2, 16, 17
CO 4
5
CO 5
1, 7, 8, 9, 12,13, 22
CO 6
28
CO 7
5, 6, 27, 28, 29
CO 8
26, E-9
Table 1.36
• Integration of Themes: Friends
• Inclusively: Although we are all unique, we share many similarities; appearance, sport, education
etc.
• Social Justice: Friends and their expected behaviour towards one another.
• A healthy environment: This is our responsibility - what can we do about keeping our environment
healthy?
6 This content is available online at <http://cnx.Org/content/m22598/l.l/>.
31
1.6.5.1 LEANER SECTION
1.6.5.2 Content
1.6.5.3 ACTIVITY: Sums in shapes at the fun fare [LO 1.9]
Sums in Shapes at the Fun Fare
Fill in the missing numbers.
• Write the sums.
Figure 1.29
= 5
= 5
= 5
= 5
Think! Write more sums that make 5.
5 =
5 =
5 =
5 =
32
CHAPTER 1. TERM 1
Figure 1.30
• Write the sums.
= 4
= 4
= 4
= 4
Think! Write more sums that make 5.
5 =
5 =
5 =
5 =
LO 1.9
Table 1.37
• Complete:
33
Figure 1.31
• Write the number sentences
= 6
= 6
• My own number sentences
6 =
6 =
6 =
34
CHAPTER 1. TERM 1
Figure 1.32
• Write the number sentences
= 7
= 7
• My own number sentences
7 =
7 =
7 =
LO 1.9
Table 1.38
• Complete
35
y J o
L s'
y
y" L
8 s'
y
y
s
5
2 ,- y '
y
y
5 /
y
y
i.
y
y'
y"' 7
r
6 /
./ 2
Figure 1.33
Write the number sentences
• My own number sentences
y'"'
L ,'
y
y
y
s y
y
y
1 /'
y
y
<T
y
2 y
y
y
5 y
y
y
y
y' 7
6 ,'
y'
y 3
Figure 1.34
• Write the number sentences
= 9
= 9
36 CHAPTER 1. TERM 1
• My own number sentences
9 =
9 =
9 =
LO 1.9
Table 1.39
1,6.6 Assessment
Learning Outcome 2. 'The learner will be able to recognise, describe and represent numbers and their rela-
tionships, and to count, estimate, calculate and check with competence and confidence in solving problems.
Assessment Standard 1.9: We know this when the learner performs mental calculations involving:
1.9.1 addition and subtraction for numbers to at least 20;
1.9.2 multiplication of whole numbers with solutions to at least 20;
Assessment Standard 1.11: We know this when the learner explains own solutions to problems.
1.7 Tall and short 7
1.7.1 MATHEMATICS
1.7.2 Mathematics in the world around us
1.7.3 EDUCATOR SECTION
1.7.4 Memorandum
1.7.5 Critical and developmental outcomes:
The learners must be able to:
1. identify and solve problems and make decisions using critical and creative thinking;
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;
6. demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation;
7. reflect on and explore a variety of strategies to learn more effectively;
8. participate as responsible citizens in the life of local, national, and global communities;
9. be culturally and aesthetically sensitive across a range of social contexts;
10. explore education and career opportunities; and
develop entrepreneurial opportunities.
MODULE 1
7 This content is available online at <http://cnx.Org/content/m22603/l.l/>.
37
Critical and developmental outcomes:
Pages:
CO 1
E-4, 10, 11, 14, 18, 19, 20, 21, 24
CO 2
E-l, E-5, 15, 25
CO 3
3, 4, E-2, 16, 17
CO 4
5
CO 5
1, 7, 8, 9, 12,13, 22
CO 6
28
CO 7
5, 6, 27, 28, 29
CO 8
26, E-9
Table 1.40
• Integration of Themes: Friends
• Inclusively: Although we are all unique, we share many similarities; appearance, sport, education
etc.
• Social Justice: Friends and their expected behaviour towards one another.
• A healthy environment: This is our responsibility - what can we do about keeping our environment
healthy?
1.7.5.1 LEANER SECTION
1.7.5.2 Content
1.7.5.3 ACTIVITY: Tall and short [LO 1.9]
Look at the pictures
• Mark the tall buildings with a red yj '.
• Mark the tall people with a red yj .
• Mark the short people with a blue X.
• Mark the tall trees with a red yj .
• Mark the short trees with a blue X.
• Mark the tall grasses with a red y/.
• Mark the short grasses with a blue X.
• Count the tall objects. are tall.
• Count the short objects. are short.
• The tall building is than my pencil.
(taller / shorter)
• I tell my friend how I know this.
LO 4.6
Table 1.41
38
CHAPTER 1. TERM 1
Figure 1.35
39
m
Figure 1.36
Figure 1.37
40
CHAPTER 1. TERM 1
jJAMh*^
Figure 1.38
Do these on the board
• What can you see that is the same about:
6+1 = 7
and 1 + 6 = 7 ?
• Are they true number sentences?
• What is different about them?
• Let's write them like this
6\ +
- 7
6\ -7
Figure 1.39
• In which shape is 6? 1? 7?
• What has happened to the 6's and the l's places?
• Do you know which numbers should be in these boxes?
41
-5
Figure 1.40
Now keep the same numbers. Just change their places.
-5
Figure 1.41
• Make sure they are true number sentences.
• Try:
A + A
□♦a
-a
Figure 1.42
LO 1.9
Table 1.42
1.7.6 Assessment
Learning Outcome 2. 'The learner will be able to recognise, describe and represent numbers and their rela-
tionships, and to count, estimate, calculate and check with competence and confidence in solving problems.
Assessment Standard 1.9: We know this when the learner performs mental calculations involving:
1.9.1 addition and subtraction for numbers to at least 20;
1.9.2 multiplication of whole numbers with solutions to at least 20.
42 CHAPTER 1. TERM 1
1.8 Number Puzzles 8
1.8.1 MATHEMATICS
1.8.2 Mathematics in the world around us
1.8.3 EDUCATOR SECTION
1.8.4 Memorandum
1.8.5 Critical and developmental outcomes:
The learners must be able to:
1. identify and solve problems and make decisions using critical and creative thinking;
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;
6. demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation;
7. reflect on and explore a variety of strategies to learn more effectively;
8. participate as responsible citizens in the life of local, national, and global communities;
9. be culturally and aesthetically sensitive across a range of social contexts;
10. explore education and career opportunities; and
develop entrepreneurial opportunities.
MODULE 1
Critical and developmental outcomes:
Pages:
CO 1
E-4, 10, 11, 14, 18, 19, 20, 21, 24
CO 2
E-l, E-5, 15, 25
CO 3
3, 4, E-2, 16, 17
CO 4
5
CO 5
1, 7, 8, 9, 12,13, 22
CO 6
28
CO 7
5, 6, 27, 28, 29
CO 8
26, E-9
Table 1.43
• Integration of Themes: Friends
• Inclusively: Although we are all unique, we share many similarities; appearance, sport, education
etc.
• Social Justice: Friends and their expected behaviour towards one another.
• A healthy environment: This is our responsibility - what can we do about keeping our environment
healthy?
3 This content is available online at <http://cnx.Org/content/m22606/l.l/>.
43
1.8.5.1 Educators page
Look at the shapes around you.
• What does the window look like? (Learner describes the shape of the window.)
• Who can draw the shape of the window?
How many sides?
How many corners?
• This shape is called a rectangle.
• Teacher does the same with circles, triangles and squares.
• Let them discuss each shape; what its characteristic is and what each one is called.
• Ask learners to bring things, e.g. boxes, containers, objects, bottles, etc., to school.
• Let learners sort them according to their shapes and identify these shapes.
• Discuss their shapes.
LO 3.1
LO 3.2
Table 1.44
1.8.6 LEANER SECTION
1.8.7 Content
1.8.7.1 ACTIVITY: Number Puzzles [LO 1.9, LO 1.11, LO 3.1, LO 3.2]
• Complete:
A
CD
®
©
Figure ]
A
+
=
+
=
CO
A
=
+
A
=
+
CO
A
+
A
=
+
=
CO
A
=
+
A
=
+
CO
.43
Use your own numbers in and and
44
CHAPTER 1. TERM 1
A
+
+
A
=
+
©
©
+
A
©
A
=
©
©
=
+
A
©
=
+
A
©
=
A
+
©
=
+
A
+
A
+
©
A
=
©
(0
+
A
()
=
+
A
Figure 1.44
On the board.
• Look again at A:
LO 1.9
Table 1.45
2\ +
- 7
2\ = 7
Figure 1.45
Are they true number sentences?
• Now look at B:
45
Figure 1.46
• How are the sums in A and B different?
• Which two numbers can be subtracted from the 7 to make the number sentences true? Yes, the ones
in a [U+25B2] and a [U+25A0] .
Try these.
6
L
Figure 1.47
• Now
8
- — v
Figure 1.48
LO 1.9
46
CHAPTER 1. TERM 1
Table 1.46
More number puzzles
• Complete:
Figure 1.49
Use your own numbers in [U+25CF] and [U+25B2] and [U+25A0]
Figure 1.50
• Check and see whether you have written a true number sentence.
• Explain how you checked your sum.
LO 1.9
LO 1.11
Table 1.47
Sally and Des do their sums like this. Can you?
47
Sallu writes 3 +(=7
Des writes 3
+ L
1
Figure 1.51
• Who do you think is right? Why?
• Help Des to do these sums.
(y 8 7 6 L
+ 3 +1 + 2 +1 + I
Figure 1.52
• I found them: ..
9 7 S 6 <\
2 - I - 3 - 3 - I
L % \ 1 2
+ L - L +6 - 3 +2
48
CHAPTER 1. TERM 1
I was good. Not so good. Oops!
Figure 1.53
• Choose one and colour it.
LO 1.9
Table 1.48
1,8.8 Assessment
Learning Outcome 3. -The learner will be able to recognise, describe and represent numbers and their rela-
tionships, and to count, estimate, calculate and check with competence and confidence in solving problems.
Assessment Standard 1.9: We know this when the learner performs mental calculations involving:
1.9.1 addition and subtraction for numbers to at least 20;
1.9.2 multiplication of whole numbers with solutions to at least 20;
Assessment Standard 1.11: We know this when the learner explains own solutions to problems.
Learning Outcome 3:The learner will be able to describe and represent characteristics and relationships
between two-dimensional shapes and three-dimensional objects in a variety of orientations and positions.
Assessment Standard 3.1: We know this when the learner recognises, identifies and names two-
dimensional shapes and three-dimensional objects in the school environment and in pictures, including:
3.1.1 boxes (prisms), balls (spheres) and cylinders;
3.1.2 triangles, squares and rectangles;
• circles.
Assessment Standard 3.2: We know this when the learner describes, sorts and compares two-dimensional
shapes and three-dimensional objects in pictures and the environment according to:
3.2.1 size;
3.2.2 objects that roll or slide.
49
1.9 Assessment 9
1.9.1 MATHEMATICS
1.9.2 Mathematics in the world around us
1.9.3 EDUCATOR SECTION
1.9.4 Memorandum
1.9.5 Critical and developmental outcomes:
The learners must be able to:
1. identify and solve problems and make decisions using critical and creative thinking;
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;
6. demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation;
7. reflect on and explore a variety of strategies to learn more effectively;
8. participate as responsible citizens in the life of local, national, and global communities;
9. be culturally and aesthetically sensitive across a range of social contexts;
10. explore education and career opportunities; and
develop entrepreneurial opportunities.
MODULE 1
Critical and developmental outcomes:
Pages:
CO 1
E-4, 10, 11, 14, 18, 19, 20, 21, 24
CO 2
E-l, E-5, 15, 25
CO 3
3, 4, E-2, 16, 17
CO 4
5
CO 5
1, 7, 8, 9, 12,13, 22
CO 6
28
CO 7
5, 6, 27, 28, 29
CO 8
26, E-9
Table 1.49
• Integration of Themes: Friends
• Inclusively: Although we are all unique, we share many similarities; appearance, sport, education
etc.
• Social Justice: Friends and their expected behaviour towards one another.
• A healthy environment: This is our responsibility - what can we do about keeping our environment
healthy?
9 This content is available online at <http://cnx.Org/content/m22608/l.l/>.
50
CHAPTER 1. TERM 1
1.9.5.1 LEANER SECTION
1.9.5.2 Content
1.9.5.3 ACTIVITY: Assessment [LO 1.3, LO 2.2, LO 1.9]
• I can count. Can you?
• Complete the pattern.
L
8,
2,
10,
5,
10,
5,
7,
L
8,
10,
20.
0.
30.
, 70.
, 0,
Figure 1.54
Before?
9 3
6 L
One more than
L 6
7 S
After?
7 8
2 5
Two more than
L 6
7 S
Between?
6 S
3 5
Three more than
L 6
7 2
Figure 1.55
Write their names
1.
51
1.3
LO 2.2
Table 1.50
• Do I know all these number facts now?
Take this page home and say the answers to your Mummy and / or Daddy. Keep it in your flip file.
2 + l = .
L + 3 = .
I-I = .
6-L = .
9-l = .
l + 2 = .
3 + L = .
2-l = .
6-5 = .
9-2 = .
L + \ = .
7 + l = .
2-2 = .
6-6 = .
9-3 = .
\ + L = .
l + 7 = .
3-l = .
7-l = .
C \-L = .
3 + 2 = .
6 + 2 = .
3-2 = .
7-2 = .
9-5 = .
2 + 3 = .
2 + 6 = .
3-3 = .
7-3 = .
9-6 = .
5 + l = .
5 + 3 = .
L-\ = .
1-L = .
9-7 = .
l + 5 = .
3 + 5 = .
L-l = .
7-5 = .
9-8 = .
£ + 2 = .
L + L=.
L-3 = .
7-6 = .
9-9 = .
2 + 4- = .
8 + I-.
L-L = .
7-7 = .
3 + 3 = .
l + 8 = .
5-l = .
8-l = .
6 + l = .
7 + 2 = .
5-2 = .
8-2 = .
l + 6 = .
2 + 7 = .
5-3 = .
8-3 = .
5 + 2 = .
6 + 3 = .
b-L = .
Z-L = .
2 + 5 = .
3 + 6 = .
5-5 = .
8-5 = .
5 + L = .
6-l = .
8-6 = .
£ + 5 = .
6-2 = .
8-7 = .
6-3 =
8-8 =
Figure 1.56
LO 1.9
52 CHAPTER 1. TERM 1
Table 1.51
1.9.6 Assessment
Learning Outcome 2. 'The learner will be able to recognise, describe and represent numbers and their rela-
tionships, and to count, estimate, calculate and check with competence and confidence in solving problems.
Assessment Standard 1.3: We know this when the learner knows and reads number symbols from 1
to at least 200 and writes number names from 1 to at least 100;
Assessment Standard 1.9: We know this when the learner performs mental calculations involving:
1.9.1 addition and subtraction for numbers to at least 20;
• multiplication of whole numbers with solutions to at least 20;
Learning Outcome 2:The learner will be able to recognise, describe and represent patterns and relation-
ships, as well as to solve problems using algebraic language and skills.
Assessment Standard 2.2: We know this when the learner copies and extends simple number sequences
to at least 200.
1.10 Friends 10
1.10.1 MATHEMATICS
1.10.2 Mathematics in the world around us
1.10.3 EDUCATOR SECTION
1.10.4 Memorandum
1.10.5 Critical and developmental outcomes:
The learners must be able to:
1. identify and solve problems and make decisions using critical and creative thinking;
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;
6. demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation;
7. reflect on and explore a variety of strategies to learn more effectively;
8. participate as responsible citizens in the life of local, national, and global communities;
9. be culturally and aesthetically sensitive across a range of social contexts;
10. explore education and career opportunities; and
develop entrepreneurial opportunities.
• Integration of Themes: Friends
• Social Justice: Friends should spend time together, e.g. playing games. Discuss in small groups what
your attitude towards your friends should be when you play together.
• A healthy environment: Why is sport important? Discuss the safety precautions needed when
participating in sport at school.
°This content is available online at <http://cnx.Org/content/m32448/l.l/>.
53
• Inclusively: Who should be allowed to participate in sport at school? Only team players? Or should
the school accommodate everyone? Make you own graph of which learners participate in sport.
• Number concept is extended to 50.
• Counting in 2's, 3's, 4's, 5's and 10's.
• Calendar activities enable learners to order the months and revise ordinals.
• Graph - a weather graph can be completed.
• Bonds of 10 are introduced with many opportunities to reinforce these.
• Measurement activities involving comparisons of height, length, width using related vocabulary.
• Capacity - litre;
• Identifying coins and shapes are included.
1.10.6 LEANER SECTION
1.10.7 Content
1.10.7.1 ACTIVITY: Friends [LO 4.2, LO 4.6, LO 5.1, LO 5.2, LO 5.5]
• Here are my friends again. Cut them out and arrange them from the shortest to the tallest. Paste
them on the next page.
Figure 1.57
LO 4.6
Table 1.52
• How did you do?
54
CHAPTER 1. TERM 1
The cutting and pasting was easg.
The cutting and pasting was not so easy.
The cutting and pasting was difficult.
Figure 1.58
■y!h
• Choose one and colour.
• Complete:
is taller than _
is shorter than
is the shortest,
is the tallest.
• I use my pencil to measure the lengths of my friends' pictures, which I have pasted.
• Complete the lists below.
Names of friends shorter than my pencil.
Names of friends taller than my pencil.
Table 1.53
LO 4.6
LO 5.1
LO 5.2
Table 1.54
• Let's put the months of the year in order. My birthday is in January.
Image notjtnished
Figure 1.59
Let the number line help you.
55
1st January
2nd
3rd
4rd
5th
6th
7th
8th
9th
10th
11th
12th
Today is the
1
2
3
4
5
6
7
8
9
10
11
12
J
F
M
A
M
J
J
A
S
N
D
Table 1.55
of
LO 4.2
Table 1.56
1.10.7.1.1 A page from my calendar
1.10.7.1.1.1 MONTH
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Table 1.57
• Write the dates for this month above. Begin from 1.
• Complete:
The 1st of
is on a
has
days.
There are days from 5th to the 11th.
The 20th (twentieth) falls on a
There are Sundays in
(month)
56
CHAPTER 1. TERM 1
LO 4.2
LO 4.3
Table 1.58
sunny /yellow
cloudy/blue
rainy /red
windy/green
Table 1.59
• Collect the information for this month.
(month)
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
Table 1.60
• Use the above information for your graph.
The weather in (month)
1
12
13
SunnyCloudyRainy Windy
1
2
3
4
5
6
7
8
9
10
1
14
Table 1.61
• The
• The
days were the most.
_ days were the least.
LO 5.1
LO 5.4
LO 5.5
Table 1.62
57
1,10.8 Assessment
Learning Outcome 4:The learner will be able to use appropriate measuring units, instruments and formulae
in a variety of contexts.
Assessment Standard 4.2: The learner will be able to names in order the days of the week and the
months of the year;
Assessment Standard 4.6: The learner will be able to estimates, measures, compares and orders
three-dimensional objects using non-standard measures;
Learning Outcome 5:The learner will be able to collect, summarise, display and critically analyse data
in order to draw conclusions and make predictions, and to interpret and determine chance variation.
Assessment Standard 5.1: We know this when the learner collects data (alone and/or as a member
of a group or team) in the classroom and school environment to answer questions posed by the teacher (e.g.
'how many learners are there in each classroom?');
Assessment Standard 5.2: We know this when the learner sorts physical objects to one attribute
chosen by the teacher;
Assessment Standard 5.5: We know this when the learner describes own or a peer's collection of
objects, explains how it was sorted, and answers questions about it.
.11 Grouping 11
11.1 MATHEMATICS
.11.2 Mathematics in the world around us
11.3 EDUCATOR SECTION
.11.4 Memorandum
11.5 Critical and developmental outcomes:
The learners must be able to:
1. identify and solve problems and make decisions using critical and creative thinking;
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;
6. demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation;
7. reflect on and explore a variety of strategies to learn more effectively;
8. participate as responsible citizens in the life of local, national, and global communities;
9. be culturally and aesthetically sensitive across a range of social contexts;
10. explore education and career opportunities; and
develop entrepreneurial opportunities.
• Integration of Themes: Friends
• Social Justice: Friends should spend time together, e.g. playing games. Discuss in small groups what
your attitude towards your friends should be when you play together.
• A healthy environment: Why is sport important? Discuss the safety precautions needed when
participating in sport at school.
1 This content is available online at <http://cnx.Org/content/m32449/l.l/>.
58
CHAPTER 1. TERM 1
• Inclusively: Who should be allowed to participate in sport at school? Only team players? Or should
the school accommodate everyone? Make you own graph of which learners participate in sport.
• Number concept is extended to 50.
• Counting in 2's, 3's, 4's, 5's and 10's.
• Calendar activities enable learners to order the months and revise ordinals.
• Graph - a weather graph can be completed.
• Bonds of 10 are introduced with many opportunities to reinforce these.
• Measurement activities involving comparisons of height, length, width using related vocabulary.
• Capacity - litre;
• Identifying coins and shapes are included.
1.11.6 LEANER SECTION
1.11.7 Content
1.11.7.1 ACTIVITY: Grouping [LO 1.1, LO 1.2, LO 1.3, LO 1.4, LO 1.8, LO 1.9, LO 2.2]
1.11.7.1.1 Ten to go!
Count: .
Add lr
10 ten
Figure 1.60
Look at ten. Write your own sums to make 10.
= 10
= 10
= 10
= 10
= 10
= 10
= 10
= 10
= 10
= 10
• Circle and join the numbers that add up to 10.
• Complete the triangles.
Figure 1.61
LO 1.9
Table 1.63
• Help Dad count 10 apples in a box. Group them.
59
60
CHAPTER 1. TERM 1
1 group often
1
ten
•
group often and 1 more
eleven
•
•
group often and more
twelve
•••••
•••••
••
•
group often and more
thirteen
•••••
•••••
••
••
group often and more
fourteen
•••••
•••••
•*•
••
group often and more
fifteen
•••••
•••
•••
group often and more
sixteen
•••••
•••••
••••
•••
group often and more
seventeen
• ••••
•••••
• •••
• •••
group often and more
eighteen
•••••
•••••
•••••
••••
group often and more
nineteen
• ••••
• ••••
•••••
• ••••
groups of ten
twenty
I will write the labels for the boxes.
18 eighteen II I7_.
12 l/L 15.
H 13 16^
Figure 1.62
LO 1.1
LO 1.3
Table 1.64
1.11.7.1.2 We play with sticks
• Guess how many sticks are in the box.
• Count them.
sticks.
sticks.
• Group the ten to make counting easier.
• Count the tens.
61
llllllllll
1 group often
1
ten
minimi iiiiiiiiii
groups of ten
twenty
iiiiiiiiii iiiiiiiiii
iiiiiiiiii
groups of ten
thirty
iiiiiiiiii iiiiiiiiii
iiiiiiiiii iiiiiiiiii
groups often
forty
iiiiiiiiii iiiiiiiiii
iiiiiiiiii iiiiiiiiii
iiiiiiiiii
groups of ten
— fifty
Figure 1.63
• Count the tens.
10 + 10 =
50 - 10 = _
20 + 10 =
40 - 10 = _
30 + 10 =
30 - 10 =
10
Table 1.65
LO 1.2
LO 1.3
LO 1.8
Table 1.66
• Complete the patterns.
82
CHAPTER 1. TERM 1
fiifriWi t
70 + 1 -?l H- - '4I«BM6
30+1-31
■; 1 1 1, 1,1 ■>
20+__ =22
«SW»E£
30 + 2 = 32
lOfiTftmrrtT^
«03fc-T:i:ii
tUJULLLUXJ LUJUUULUJlJ
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MTO 081391)980
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MetmXt& flflMBMM>
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JrYiffiTPflflm, jtrtftf^Witffift,
tmftcCtnT TxUsaBtnr
10
© Tom and Sisulu race
up th
took 10 seconds,
took twice as long.
seconds.
© Arrange these numbers from least to most.
\L 10, 16, 9. IS,
/".
2L
20.
27,
20.
Figure 1.64
LO 1.4
LO 2.2
Table 1.67
1.11.8 Assessment
Learning Outcome 2. 'The learner will be able to recognise, describe and represent numbers and their
The learner will be able to recognise, describe and represent numbers and their relationships, and to count,
estimate, calculate and check with competence and confidence in solving problems.
Assessment Standard 1.1: We know this when the learner counts to at least 100 everyday objects
reliably;
63
Assessment Standard 1.2: We know this when the learner counts forwards and backwards in:
1.2.1 ones from any number between and 200;
1.2.2 tens from any multiple of 10 between and 200;
1.2.3 fives from any multiple of 5 between and 200;
1.2.4 twos from any multiple of 2 between and 200;
Assessment Standard 1.3: We know this when the learner knows and reads number symbols from 1
to at least 200 and writes number names from 1 to at least 100;
Assessment Standard 1.4: We know this when the learner orders, describes and compares the following
numbers:
1.4.1 whole numbers to at least 2-digit numbers;
1.4.2 common fractions including halves and quarters;
Assesseringstandaard 1.8: We know this when the learner can perform calculations, using appropriate
symbols, to solve problems;
Assessment Standard 1.9: We know this when the learner performs mental calculations involving:
1.9.1 addition and subtraction for numbers to at least 20;
1.9.2 multiplication of whole numbers with solutions to at least 20.
Learning Outcome 2:The learner will be able to recognise, describe and represent patterns and rela-
tionships, as well as to solve problems using algebraic language and skills.
Assessment Standard 2.2: We know this when the learner copies and extends simple number sequences
to at least 200.
1.12 Mass, doubling, halving 12
1.12.1 MATHEMATICS
1.12.2 Mathematics in the world around us
1.12.3 EDUCATOR SECTION
1.12.4 Memorandum
1.12.5 Critical and developmental outcomes:
The learners must be able to:
1. identify and solve problems and make decisions using critical and creative thinking;
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;
6. demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation;
7. reflect on and explore a variety of strategies to learn more effectively;
8. participate as responsible citizens in the life of local, national, and global communities;
9. be culturally and aesthetically sensitive across a range of social contexts;
10. explore education and career opportunities; and
develop entrepreneurial opportunities.
• Integration of Themes: Friends
2 This content is available online at <http://cnx.Org/content/m32450/l.l/>.
64 CHAPTER 1. TERM 1
• Social Justice: Friends should spend time together, e.g. playing games. Discuss in small groups what
your attitude towards your friends should be when you play together.
• A healthy environment: Why is sport important? Discuss the safety precautions needed when
participating in sport at school.
• Inclusively: Who should be allowed to participate in sport at school? Only team players? Or should
the school accommodate everyone? Make you own graph of which learners participate in sport.
• Number concept is extended to 50.
• Counting in 2's, 3's, 4's, 5's and 10's.
• Calendar activities enable learners to order the months and revise ordinals.
• Graph - a weather graph can be completed.
• Bonds of 10 are introduced with many opportunities to reinforce these.
• Measurement activities involving comparisons of height, length, width using related vocabulary.
• Capacity - litre;
• Identifying coins and shapes are included.
1.12.6 LEANER SECTION
1.12.7 Content
1.12.7.1 ACTIVITY: Mass, Doubling, Halving [LO 1.1, LO 1.3, LO 1.9, LO 1.10, LO 2.2, LO
4.6]
Des is heavy. Jw%. -Js L'M Jo is light.
He has a great mass.\i_5"\|p*"" 7 \ «*r She has a small mass
Mass tells us how heavy or light an object is.
Figure 1.65
• Work in four groups:
You need: a wooden block, a large stone, a shoe, a book and a lunch box.
Group 1:
Compare the mass of the 5 objects by estimating.
Arrange them from the lightest to the heaviest.
Group 2:
Compare their mass. Use a balance scale.
Arrange them from the lightest to the heaviest.
Group 3:
Compare their mass by estimating.
Arrange them from the heaviest to the lightest.
Group 4:
Compare their mass. Use a balance scale.
Arrange them from the heaviest to the lightest.
65
LO 4.6
Table 1.68
• Think of three different ways to double 6.
• I decided was the best way.
• Double 7 in three different ways:
• Double 8 in any way.
• Double 9 in any way.
• Double these numbers:
4 ; 7 ; 9 ; 8 ; 6 _
1.12.7.1.1 " Flip the Coin "
LO 1.10
Table 1.69
1
5
20
22
38
50
Table 1.70
• Fill in the missing numbers on the block.
Count to 20 and back to 0.
- Count to 30 and back to 0.
- Count to 40 and back to 0.
- Count to 50 and back to 0.
• Choose a friend. Take turns to flip the coin on the block. Read the number it lands on.
• Complete these patterns. The number block will help you.
66
CHAPTER 1. TERM 1
1.
fl,
21.
— — ■
5,
15,
—
— —
8,
18,
—
— — .
3.
13,
—
— — .
30 r
Figure 1.66
35
3L
LO 1.1
LO 1.3
LO 2.2
Table 1.71
67
1.12.7.1.2 We play
Cricket
Zl
72
13 •
Rugby
*-<-
Lomplete
the tn
3CKS.
Double
Halve
K)
20
30
6
12
Ifl
S
IS
K,
20
£0
28
S_
16
II
30
60
2")
7....
li
Figure 1
67
17
LO 1.10
LO 2.2
Table 1.72
1.12.7.1.3 What fun we had!
• Mike made 8 runs in a cricket match.
• Henry made twice as many. How many runs did Henry make?
Henry made runs.
Write the number sentence; 8 +
Our team scored 10 points in rugby.
68 CHAPTER 1. TERM 1
• The blue team scored 7 points less. How many points did the blue team score?
They scored points.
Write the number sentence;
• Sally played 5 games of tennis on Monday, 5 on Tuesday and 5 on Wednesday. How many games did
she play altogether?
She played games of tennis.
Write the number sentence; .
• Anne's netball team scored 16 goals. Pat's team only scored half as many.
Pat's team scored goals.
• The 'A' soccer team beat the 'B' soccer team with 1 goal. If the 'A' team scored 19 goals, how many
goals did the 'B' soccer team score?
The 'B' soccer scored goals.
Write the number sentence
LO 1.9
Table 1.73
1,12,8 Assessment
Learning Outcome 2. 'The learner will be able to recognise, describe and represent numbers and their
The learner will be able to recognise, describe and represent numbers and their relationships, and to count,
estimate, calculate and check with competence and confidence in solving problems.
Assessment Standard 1.1: We know this when the learner counts to at least 100 everyday objects
reliably;
Assessment Standard 1.3: We know this when the learner knows and reads number symbols from 1
to at least 200 and writes number names from 1 to at least 100;
Assessment Standard 1.9: We know this when the learner performs mental calculations involving:
1.9.1 addition and subtraction for numbers to at least 20;
1.9.2 multiplication of whole numbers with solutions to at least 20.
Assessment Standard 1.10: We know this when the learner uses the following techniques:
1.10.1 building up and breaking down numbers;
1.10.2 doubling and halving;
1.10.3 using concrete apparatus (e.g. counters);
1.10.4 number-lines;
Learning Outcome 2:The learner will be able to recognise, describe and represent patterns and rela-
tionships, as well as to solve problems using algebraic language and skills.
Assessment Standard 2.2: We know this when the learner copies and extends simple number sequences
to at least 200.
Learning Outcome 4:The learner will be able to use appropriate measuring units, instruments and
formulae in a variety of contexts.
Assessment Standard 4.6: We know this when the learner estimates, measures, compares and orders
three-dimensional objects using non-standard measures.
69
1.13 Measure 13
1.13.1 MATHEMATICS
1.13.2 Mathematics in the world around us
1.13.3 EDUCATOR SECTION
1.13.4 Memorandum
1.13.5 Critical and developmental outcomes:
The learners must be able to:
1. identify and solve problems and make decisions using critical and creative thinking;
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;
6. demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation;
7. reflect on and explore a variety of strategies to learn more effectively;
8. participate as responsible citizens in the life of local, national, and global communities;
9. be culturally and aesthetically sensitive across a range of social contexts;
10. explore education and career opportunities; and
develop entrepreneurial opportunities.
• Integration of Themes: Friends
• Social Justice: Friends should spend time together, e.g. playing games. Discuss in small groups what
your attitude towards your friends should be when you play together.
• A healthy environment: Why is sport important? Discuss the safety precautions needed when
participating in sport at school.
• Inclusively: Who should be allowed to participate in sport at school? Only team players? Or should
the school accommodate everyone? Make you own graph of which learners participate in sport.
• Number concept is extended to 50.
• Counting in 2's, 3's, 4's, 5's and 10's.
• Calendar activities enable learners to order the months and revise ordinals.
• Graph - a weather graph can be completed.
• Bonds of 10 are introduced with many opportunities to reinforce these.
• Measurement activities involving comparisons of height, length, width using related vocabulary.
• Capacity - litre;
• Identifying coins and shapes are included.
3 This content is available online at <http://cnx.Org/content/m32459/l.l/>.
70
CHAPTER 1. TERM 1
1.13.6 LEANER SECTION
1.13.7 Content
1.13.7.1 ACTIVITY: Measure [LO 1.8, LO 1.9, LO 1.10, LO 4.6, LO 4.7]
A C^
iC-
I litre
Figure 1.68
Mamma skink 4 koppies melk van 1 liter.
Sy skink 3 glase melk van 1 liter.
• She will need litres for 8 cups of milk.
• She will need litresfor 9 glasses.
• Show how you found out:
• Des drinks 16 cups of milk a week.
• His mom will have to buy litres of milk.
• Show how you found out:
• Look through a catalogue and find other things we buy by the litre. Paste them at the back of this
page.
LO 4.7
Table 1.74
Mom bakes muffins for breakfast.
She puts 5 muffins in a pan.
• Complete:
Pan/pans
1
2
3
4
5
6
7
8
9
10
muffins
5
10
Table 1.75
• How many pans must she bake to have 40 muffins?
pans
• How many muffins will she have if she bakes 3 pans?
71
muffins
• Mom shares out 10 muffins between 2 children. Each will get muffins.
• Mom has 12 muffins on the plate. She gives half to Granny. Granny will get
• Mom cools 8 muffins on one tray. She can cool
• Double these numbers:
muffins.
muffins on two trays.
20
8 _
5 _
7_
4 _
9 _
10
30
LO 1.8
LO 1.9
LO 1.10
Table 1.76
1.13.7.1.1 We can measure
Hoiqhs, - how high
Figure 1.69
I can measure the length, the width and the height of my table, the windowsill, the mat and my chair
with things like:
72 CHAPTER 1. TERM 1
Figure 1.70
• To measure the length of my table I would use
I guess it will measure about .
I measured the length of my table. It is
• To measure the width of my book I would use
I guess it will measure about .
I measured the width of my book. It is
LO 4.6
Table 1.77
1.13.8 Assessment
Learning Outcome 2:The learner will be able to recognise, describe and represent numbers and their
The learner will be able to recognise, describe and represent numbers and their relationships, and to count,
estimate, calculate and check with competence and confidence in solving problems.
Assesseringstandaard 1.8: We know this when the learner can perform calculations, using appropriate
symbols, to solve problems;
Assessment Standard 1.9: We know this when the learner performs mental calculations involving:
1.9.1 addition and subtraction for numbers to at least 20;
1.9.2 multiplication of whole numbers with solutions to at least 20.
Assessment Standard 1.10: We know this when the learner uses the following techniques:
1.10.1 building up and breaking down numbers;
1.10.2 doubling and halving;
1.10.3 using concrete apparatus (e.g. counters);
1.10.4 number-lines;
Learning Outcome 4:The learner will be able to use appropriate measuring units, instruments and
formulae in a variety of contexts.
Assessment Standard 4.6: We know this when the learner estimates, measures, compares and orders
three-dimensional objects using non-standard measures.
Assessment Standard 4.7: We know this when the learner works with standard measures.
73
1.14 Money 14
1.14.1 MATHEMATICS
1.14.2 Mathematics in the world around us
1.14.3 EDUCATOR SECTION
1.14.4 Memorandum
1.14.5 Critical and developmental outcomes:
The learners must be able to:
1. identify and solve problems and make decisions using critical and creative thinking;
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;
6. demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation;
7. reflect on and explore a variety of strategies to learn more effectively;
8. participate as responsible citizens in the life of local, national, and global communities;
9. be culturally and aesthetically sensitive across a range of social contexts;
10. explore education and career opportunities; and
develop entrepreneurial opportunities.
• Integration of Themes: Friends
• Social Justice: Friends should spend time together, e.g. playing games. Discuss in small groups what
your attitude towards your friends should be when you play together.
• A healthy environment: Why is sport important? Discuss the safety precautions needed when
participating in sport at school.
• Inclusively: Who should be allowed to participate in sport at school? Only team players? Or should
the school accommodate everyone? Make you own graph of which learners participate in sport.
• Number concept is extended to 50.
• Counting in 2's, 3's, 4's, 5's and 10's.
• Calendar activities enable learners to order the months and revise ordinals.
• Graph - a weather graph can be completed.
• Bonds of 10 are introduced with many opportunities to reinforce these.
• Measurement activities involving comparisons of height, length, width using related vocabulary.
• Capacity - litre;
• Identifying coins and shapes are included.
1.14.6 LEANER SECTION
1.14.7 Content
1.14.7.1 ACTIVITY: Money [LO 1.1, LO 1.4, LO 1.6, LO 1.9, LO 2.2, LO 3.1]
• My friends and I have saved our money.
4 This content is available online at <http://cnx.Org/content/m32507/l.l/>.
74
CHAPTER 1. TERM 1
R2 ( R1) (S) @ © © © ©
R = Rand
c = cents
Draw the coins:
I have R2 and 50c.
I have R2.50.
I save 50c more.
Now I have
Ann has R3 and I5c.
She has R3.I5.
She saves R I more.
Now she has
Mike has R3 and 20c
He has R3.20.
He spends R I.20
Nov/ he has
Sally has R5.
She saves R2 more
Now she has
© Count their money
00000
30©
Figure 1.71
LO 1.6
Table 1.78
1.14.7.1.1 We visit the tuck shop:
Sweets 50c
Hotdogs R2
Chips 50c
Cool drink Rl
Ice Cream R2
• Sisulu has R5. He buys a hotdog and a cool drink. He spends . He has left.
• Draw the money he has left.
• Tom has R10. He buys 2 hotdogs, 2 cool drinks and 2 ice creams. He spends . He has
left.
• Draw the money he had.
• Mo buys 2 packets of sweets and 2 packets of chips for his friends. He has spent all his money. How
much money did he have to spend?
75
• Draw the money he had.
• 4 boys: each buys 2 hotdogs.
They buy hotdogs.
They pay altogether.
• 3 girls: each buys 3 packets of sweets.
They buy packets of sweets.
They pay altogether.
• 5 hotdogs: each has 1 sausage.
Mom needs sausages for 10 hotdogs.
I pay R for 5 hotdogs.
I pay R for 10 hotdogs.
Try these:
Chips:
1
2
3
4
5
6
7
8
9
10
Money:
50c
Rl
Table 1.79
Not too easu!
Too hard!
Figure 1.72
Choose one to colour.
LO 1.6
Table 1.80
76
CHAPTER 1. TERM 1
e il.
: 30
© ti
© 6.
© 3,
© L
© 5.
e 25.
3 10.
© li.
2.
3
iX,
8.
6.
8.
:;.
30.
%
12.
I can count!
Before and after?
Between?
29
19
21
IS
37
39
II
IA
50
il
13
—
6
Figure 1.73
Write their names:
11
13
17
8
14
10
19
12
18
16
15
20
LO 1.4
LO 2.2
Table 1.81
• Say the answers to a friend, to Mummy or Daddy.
10 + 1 =
14 + 1 =
16 + 1 =
11 + 1 =
10 + 2 =
14 + 2 =
16 + 2 =
11 + 2 =
10 + 3 =
14 + 3 =
16 + 3 =
11 + 3 =
Table 1.82
11 - 1 =
15- 1 =
18- 1 =
10- 1 =
11 - 2 =
15- 2 =
18-2 =
10-2 =
11 -3 =
15-3 =
18-3 =
10-3 =
Table 1.83
12 + 1 =
17 + 1 =
13 + 1 =
15 + 1 =
12 + 2 =
17 + 2 =
13 + 2 =
15 + 2 =
12 + 3 =
17 + 3 =
13 + 3 =
15 + 3 =
Table 1.84
19- 1 =
9- 1 =
14- 1 =
17- 1 =
19- 2 =
9- 2 =
14- 2 =
17- 2 =
19-3 =
9-3 =
14-3 =
17-3 =
Table 1.85
8+
= 10
5 +
= 10
10- 7 =
10-4 =
6+
= 10
7+
= 10
10- 5 =
10-2 =
2+
= 10
4 +
= 10
10-6 =
10-9 =
Table 1.86
LO 1.9
Table 1.87
77
1.14.7.1.2 Mathematics and shapes:
• Count all the triangles.
triangles.
78
CHAPTER 1. TERM 1
Figure 1.74
• Count all the squares. squares.
• Count all the rectangles. rectangles.
Look at the pattern from all the sides.
LO 1.1
LO 3.1
Table 1.88
1.14.8 Assessment
Learning Outcome 2. 'The learner will be able to recognise, describe and represent numbers and their
The learner will be able to recognise, describe and represent numbers and their relationships, and to count,
estimate, calculate and check with competence and confidence in solving problems.
Assessment Standard 1.1: We know this when the learner counts to at least 100 everyday objects
reliably;
Assessment Standard 1.4: We know this when the learner orders, describes and compares the following
numbers:
79
1.4.1 whole numbers to at least 2-digit numbers;
1.4.2 common fractions including halves and quarters;
Assessment Standard 1.6: We know this when the learner solves money problems involving totals
and change in rand and cents;
Assessment Standard 1.9: We know this when the learner performs mental calculations involving:
1.9.1 addition and subtraction for numbers to at least 20;
1.9.2 multiplication of whole numbers with solutions to at least 20.
Learning Outcome 2:The learner will be able to recognise, describe and represent patterns and rela-
tionships, as well as to solve problems using algebraic language and skills.
Assessment Standard 2.2: We know this when the learner copies and extends simple number sequences
to at least 200.
Learning Outcome 3:The learner will be able to describe and represent characteristics and relationships
between two-dimensional shapes and three-dimensional objects in a variety of orientations and positions.
Assessment Standard 3.1: We know this when the learner recognises, identifies and names two-
dimensional shapes and three-dimensional objects in the school environment and in pictures.
80 CHAPTER 1. TERM 1
Chapter 2
Term 2
2.1 Number sentences 1
2.1.1 MATHEMATICS
2.1.2 Mathematics in the world around us
2.1.3 EDUCATOR SECTION
2.1.4 Memorandum
2.1.5 Critical and developmental outcomes:
The learners must be able to:
1. identify and solve problems and make decisions using critical and creative thinking;
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;
6. demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation;
7. reflect on and explore a variety of strategies to learn more effectively;
8. participate as responsible citizens in the life of local, national, and global communities;
9. be culturally and aesthetically sensitive across a range of social contexts;
10. explore education and career opportunities; and
develop entrepreneurial opportunities.
• Integration of Themes: Friends
• Social Justice, Human Rights and a healthy environment: "I am in Grade 2 with many other
children. Each learner needs to be happy. The educator needs a suitable learning environment in order
to teach us."
• Discuss the learner's responsibility to create such an environment.
• Taking turns on the jungle gym is important - why? Discuss safety, manners, co-operation, etc.
• Learners extend their number concept to 109 on the "jungle gym". The activities include ordinals,
names, symbols and counting forward and backward.
• Position is established by places in the classroom, using a floor map of the room.
1 This content is available online at <http://cnx.Org/content/m32462/l.l/>.
81
82
CHAPTER 2. TERM 2
-7, -7.
• A graph is designed to be completed by collecting information.
• Addition and subtraction are extended to +4, -4, +5, -5, +6, -6,
• Bonds of 10 and 11 are discovered.
• Directions are given to draw and colour a shape.
• Measuring with thumbs and comparison of these measurements using the related vocabulary.
2.1.6 LEANER SECTION
2.1.7 Content
2.1.7.1 ACTIVITY: Number sentence [LO 1.1, LO 1.2, LO 1.4, LO 2.2]
• Slips and slides on the jungle gym.
• Fill in the numbers as you climb the steps and slide down the slides.
Figure 2.1
LO 1.1
LO 2.2
Table 2.1
• Fun with numbers on the Jungle Gym.
• Count to a friend.
2. Count all the numbers from — > 59 on the Jungle Gym.
3. Begin from 0, count in 2's to 58.
• These are the numbers (even, uneven)
1. Begin at 58. Count back in 2's to 0.
2. Begin from 1, count in 2's to 59.
• These are the numbers (even, uneven)
1. Begin from 59. Count back in 2's to 1.
2. Begin from 0. Count in 3's to 30.
• Write them:
83
1. Begin from 30. Count back in 3's to 0.
• Begin from 30. Count back in 3's to 0.
30, 27, , , , , , , , ,
2. Tel in 10 'e tot by 100.
Write them:
10,
_■) ■) ■) ■) ■> ■) 1 1
100
• Which number comes between
LO 1.2
Table 2.2
16 IS
1L 26
31 33
US 50
3S L\
g 10
LL L6
27 2S
I _.. 3
30 32
Figure 2.2
Write their names:
84
CHAPTER 2. TERM 2
07 twenty seven |£,
3L II
LO 5L
29 35
58 50
Figure 2.3
• Count in 10's:
2,
12,
, ,
, 52
6,
16,
, ,
, 56
8,
18,
Figure 2.4
, 58
Divide into four groups.
Group 1
Group 2
• Discuss what is the same about 14 and 41.
• Discuss what is different about 14 and 41.
• Draw and group the tens.
• Discuss what is the same about 23 and 32.
• Discuss what is different about 23 and 32.
• Draw and group the tens.
14
23
41
32
• Write their names.
• Write their names.
continued on next page
85
14
23
41
32
• Which
number comes
before
before
after
after
14?
41?
14?
41?
• Which
number comes
before
before
after
after
23?
32?
23?
32?
• Which
number comes
• Which
number comes
• Which
number comes
• Which
number comes
• Which
number comes
• Which
number comes
• Report
back to class.
• Report
back to class.
Table 2.3
LO 1.4
Table 2.4
86
CHAPTER 2. TERM 2
Group 3
Group 4
• Discuss what is the same about 11 and 31.
• Discuss what is different about 11 and 31.
• Draw and group the tens.
• Discuss what is the same about 31 and 43.
• Discuss what is different about 31 and 43.
• Draw and group the tens.
11
31
31
43
• Write their names.
• Write their names.
11
31
31
43
• Which number comes before 11?
• Which number comes before 31?
• Which number comes before 31?
• Which number comes before 43?
• Which number comes after 11?
• Which number comes after 31?
• Which number comes after 31?
• Which number comes after 43?
• Report back to class.
• Report back to class.
Table 2.5
LO 1.4
Table 2.6
• We're on the slips and slides again.
87
Figure 2.5
LO 1.1
LO 2.2
Table 2.7
• Count to one another.
1. Count all the numbers from 60 — > 109 on the Jungle Gym.
2. Begin from 60, count in 2's to 108.
• These are the numbers (even, uneven)
3. Begin at 108. Count back in 2's to 60.
4. Begin from 61, count in 2's to 109.
• These are the numbers (even, uneven)
5. Begin from 109. Count back in 2's to 1.
6. Begin from 60. Count in 3's to 90.
• Write them:
60, 63, , , , , , , , , 90
7. Begin from 90. Count back in 3's to 60.
• Write them:
90, 87, , , , , , , , ,
8. Count back in 10's from 100 to 0.
• Write them:
88
CHAPTER 2. TERM 2
100
; 5 ■> ■> ■> ■> ■> ■> ;
., o
LO 1.2
Table 2.8
Which number comes between
u. _
^ 66
69 _
71
78
80
101 _
103
81 _
_ 83
85 _
87
96
98
90 _
_ 92
72
1L
Figure
79 _
2.6
81
• Write their names:
bL
sixty four
73
80
89
%
90
85
92
inn
63
Figure 2.7
Count in 10's:
89
61,
71,
. ioi
63.
73,
. 103
6%
71
Figure 2.8
, 109
2,1,8 Assessment
Learning Outcome 2. 'The learner will be able to recognise, describe and represent numbers and their
The learner will be able to recognise, describe and represent numbers and their relationships, and to count,
estimate, calculate and check with competence and confidence in solving problems.
Assessment Standard 1.1: We know this when the learner counts to at least 100 everyday objects
reliably;
Assessment Standard 1.2: We know this when the learner counts forwards and backwards in:
1.2.1 ones from any number between and 200;
1.2.2 tens from any multiple of 10 between and 200;
1.2.3 fives from any multiple of 5 between and 200;
1.2.4 twos from any multiple of 2 between and 200;
Assessment Standard 1.4: We know this when the learner orders, describes and compares the following
numbers:
1.4.1 whole numbers to at least 2-digit numbers;
1.4.2 common fractions including halves and quarters;
Learning Outcome 2:The learner will be able to recognise, describe and represent patterns and rela-
tionships, as well as to solve problems using algebraic language and skills.
Assessment Standard 2.2: We know this when the learner copies and extends simple number sequences
to at least 200.
2.2 Establishing position in the classroom 2
2.2.1 MATHEMATICS
2.2.2 Mathematics in the world around us
2.2.3 EDUCATOR SECTION
2.2.4 Memorandum
2.2.5 Critical and developmental outcomes:
The learners must be able to:
1. identify and solve problems and make decisions using critical and creative thinking;
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
2 This content is available online at <http://cnx.Org/content/m32441/l.l/>.
90 CHAPTER 2. TERM 2
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;
6. demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation;
7. reflect on and explore a variety of strategies to learn more effectively;
8. participate as responsible citizens in the life of local, national, and global communities;
9. be culturally and aesthetically sensitive across a range of social contexts;
10. explore education and career opportunities; and
develop entrepreneurial opportunities.
• Integration of Themes: Friends
• Social Justice, Human Rights and a healthy environment: "I am in Grade 2 with many other
children. Each learner needs to be happy. The educator needs a suitable learning environment in order
to teach us."
• Discuss the learner's responsibility to create such an environment.
• Taking turns on the jungle gym is important - why? Discuss safety, manners, co-operation, etc.
• Learners extend their number concept to 109 on the "jungle gym". The activities include ordinals,
names, symbols and counting forward and backward.
• Position is established by places in the classroom, using a floor map of the room.
• A graph is designed to be completed by collecting information.
• Addition and subtraction are extended to +4, -4, +5, -5, +6, -6, +7, -7.
• Bonds of 10 and 11 are discovered.
• Directions are given to draw and colour a shape.
• Measuring with thumbs and comparison of these measurements using the related vocabulary.
2.2.6 LEANER SECTION
2.2.7 Content
2.2.7.1 ACTIVITY: Establishing position in the classroom [LO 1.2, LO 1.9, LO 2.2, LO 3.5,
LO 3.6, LO 3.7, LO 3.8, LO 4.6]
• This is my classroom
91
3
front
TS> <^"
<9
L
3
■T--7 ■<.-■-■
„J 'I
1
1 1 1
^ IST
* Ij
1 1 1
L«p — ^
"T5 T® - w
'w w
, ~ I r i
A
B C
6
7
i
Figure 2.9
• Study the map of the classroom.
• Make sure you know where everything is.
is the blackboard. Colour it.
2. is the door. Colour it.
3. is the windows. Colour them.
4. is the cupboards. Colour it.
5. is the teacher's table. Colour it.
6. is the mat. Colour it.
7. is the reading corner. Colour it.
8. is my desk. Colour it.
9. is Henry's desk. Colour it.
• A is the row that I sit in.
• Where is the front of the class?
• Where is the back of the class?
• Which is the left side?
• Which is the right side?
LO 3.5
LO 3.6
LO 3.7
LO 3.8
Table 2.9
• Complete:
• How many pupils do you think are in my Grade 2 class? Guess first.
• Write:
I guessed pupils.
Count the pupils in 2's.
I counted pupils.
92
CHAPTER 2. TERM 2
• Tick that fits.
I guessed correctly.
I guessed too many.
1 guessed too few.
• Use counters or drawings if you need to find out the answers.
Use counters or drawings if you need to find out the answers.
2 boys will have eyes.
3 boys will have eyes.
4 boys will have eyes.
5 boys will have eyes.
If 1 girl has 2 ears,
2 girls will have ears.
3 girls will have ears.
4 girls will have ears.
5 girls will have ears.
• Complete:
A 4, o, , , , , , , , , , 2b.
LO 1.2
LO 1.9
LO 2.2
Table 2.10
2.2.7.1.1 In my classroom
• Complete:
1. I sit in row . (B or A)
2. My desk is on the side of the room, (right, left)
3. The reading corner is of the room, (at the back, in the front)
4. I must fetch the books in the cupboard of the room, (at the back, in the
front)
5. My teacher's table is on the side of the room, (right, left)
6. My teacher's table is on the side of the room, (right, left)
7. My desk is the desk from the front, (first, third)
8. Henry's desk is the desk from the front, (first, third)
9. The door is on the side of the room, (right, left)
• Colour each pencil a different colour.
• Complete:
J> first
,' S
cond
y
s
Figure 2.10
93
LO 3.5
LO 3.8
Table 2.11
2.2.7.1.2 I measure with my thumb
• Can you?
• Measure the lengths of the following objects on your map. Use your thumb.
Complete.
1. The length of the cupboard is the same as thumbs.
2. The length of the board is the same as thumbs.
3. The length of the board is the same as thumbs.
4. The length of the windows (right side) is the same as thumbs.
5. The length of the windows (left side) is the same as thumbs.
6. The length of the reading corner is the same as thumbs.
7. The distance from my table to the board is the same as thumbs.
8. The distance from my table to the back wall is the same as thumbs.
LO 4.6
Table 2.12
2,2,8 Assessment
Learning Outcome 2. 'The learner will be able to recognise, describe and represent numbers and their
The learner will be able to recognise, describe and represent numbers and their relationships, and to count,
estimate, calculate and check with competence and confidence in solving problems.
Assessment Standard 1.1: We know this when the learner counts to at least 100 everyday objects
reliably;
Assessment Standard 1.2: We know this when the learner counts forwards and backwards in:
1.2.1 ones from any number between and 200;
1.2.2 tens from any multiple of 10 between and 200;
1.2.3 fives from any multiple of 5 between and 200;
1.2.4 twos from any multiple of 2 between and 200;
Assessment Standard 1.9: We know this when the learner performs mental calculations;
Learning Outcome 2:The learner will be able to recognise, describe and represent patterns and rela-
tionships, as well as to solve problems using algebraic language and skills.
Assessment Standard 2.2: We know this when the learner copies and extends simple number sequences
to at least 200.
Learning Outcome 3:The learner will be able to describe and represent characteristics and relationships
between two-dimensional shapes and three-dimensional objects in a variety of orientations and positions.
Assessment Standard 3.5: We know this when the learner recognises three-dimensional objects from
different positions;
Assessment Standard 3.6: We know this when the learner positions self within the classroom or
three-dimensional objects in relation to each other;
Assessment Standard 3.7: We know this when the learner describes positional relationships (alone
and/or as a member of a group or team) between three-dimensional objects or self and a peer;
Assessment Standard 3.8: We know this when the learner understands direction.
94 CHAPTER 2. TERM 2
Learning Outcome 4:The learner will be able to use appropriate measuring units, instruments and
formulae in a variety of contexts.
Assessment Standard 4.6: We know this when the learner estimates, measures, compares and orders
three-dimensional objects using non-standard measures.
2.3 Graphs, adding and subtracting 3
2.3.1 MATHEMATICS
2.3.2 Mathematics in the world around us
2.3.3 EDUCATOR SECTION
2.3.4 Memorandum
2.3.5 Critical and developmental outcomes:
The learners must be able to:
1. identify and solve problems and make decisions using critical and creative thinking;
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;
6. demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation;
7. reflect on and explore a variety of strategies to learn more effectively;
8. participate as responsible citizens in the life of local, national, and global communities;
9. be culturally and aesthetically sensitive across a range of social contexts;
10. explore education and career opportunities; and
develop entrepreneurial opportunities.
• Integration of Themes: Friends
• Social Justice, Human Rights and a healthy environment: "I am in Grade 2 with many other
children. Each learner needs to be happy. The educator needs a suitable learning environment in order
to teach us."
• Discuss the learner's responsibility to create such an environment.
• Taking turns on the jungle gym is important - why? Discuss safety, manners, co-operation, etc.
• Learners extend their number concept to 109 on the "jungle gym". The activities include ordinals,
names, symbols and counting forward and backward.
• Position is established by places in the classroom, using a floor map of the room.
• A graph is designed to be completed by collecting information.
• Addition and subtraction are extended to +4, -4, +5, -5, +6, -6, +7, -7.
• Bonds of 10 and 11 are discovered.
• Directions are given to draw and colour a shape.
• Measuring with thumbs and comparison of these measurements using the related vocabulary.
3 This content is available online at <http://cnx.Org/content/m32442/l.l/>.
95
2.3.6 LEANER SECTION
2.3.7 Content
2.3.7.1 ACTIVITY: Graphs, Adding and Subtracting [LO 1.2, LO 1.4, LO 1.8, LO 1.10, LO
2.2, LO 5.1, LO 5.2, LO 5.4, LO 5.5]
2.3.7.2 I need to make a graph
The graph will help me find out . . .
- which is the longest.
- which is the shortest.
- which is the furthest.
- which is the nearest.
• For each thumb you counted, colour one block.
My graph on lengths
The length of. . .
the cupboard
the board
the mat
the windows (right)
the windows (left)
the reading corner
Table 2.13
Now I can see.
1. The is the longest.
2. The is the shortest.
3. The length of the cupboard is than the length of the mat. (longer, shorter)
4. The length of the board is than the windows on the left, (longer, shorter)
LO 5.1
LO 5.2
LO 5.4
LO 5.5
Table 2.14
2.3.7.3 Play with numbers
• Begin from 1. Draw a line from 1 to 2, from 2 to 3, etc, until you get to 40.
96
CHAPTER 2. TERM 2
®S>®®®?®
16) ^30) (2S,:
13
®%®®®,®Il®
37) 2i
3S
Figure 2.11
• Make each number one more and one less.
J5_
16
31
IS)
17
58
75
51
88
28
9/1
R
Figure 2
12
90
LO 1.2
LO 1.4
Table 2.15
+ 1
+ 3
- 1
+ 4
- 2
+ 10
30
28
37
2 1
19
Table 2.16
Table 2.17
97
- 2
- 1
+ 3
+ 1
+ 2
- 10
32
44
35
40
47
LO 1.8
Table 2.18
2.3.7.4 Rename numbers
Figure 2.13
98
CHAPTER 2. TERM 2
LO 1.10
Table 2.19
f That's too
I Kardl Help me.
Figure 2.14
• Can you show Sally different ways in which she can make her sum easier? Write or draw them here.
Des has a plan.
4*
) f Change 6
r$^ 5( J into smaller
^ ^ yP^~V numbers j
17 + 6
and say7 +2 + 2 + 2
Write the sum: 17 + 2 ->■ IS + 2 -> 21 + 2 = 23
So 17 + 6 = 23
— > means "gives rne"
Figure 2.15
• Liz has another plan.
99
Add 3 to 17 to
make 20. Then
add 3 more
17 + 6
and say |7 + 3 + 3
Write the sum:
So
17 + 3 -» 20 + 3 = 23
17 + 6 = 23
Figure 2.16
LO 1.8
Table 2.20
• Let's use the plan Des had.
• Use smaller numbers for the ones in circles.
• Rename them.
• Use arrows to say "gives me".
100
CHAPTER 2. TERM 2
1^+3 + 2 =1 I
\L + 3 ->_ + 2
So:l£ + 5 =
2. 15 +®-[
15
+ +
15
+ -> +
So
15
+ 6 =
3.
16
+ ©=n
16
+ + +
16
+ __ -*■ +
So
:|6
+ 5 =....
© Compl
ete
\L
16,
,
30.
Figure 2.17
LO 1.8
LO 2.2
Table 2.21
• Do these sums in the same way by renaming the number in the circle.
101
i. 22 + ®=n
22 + ... _+_
22 + ->_ _ +
So: 22+6 =._._
2. 25 + @=n __
25 + + = □
25 + -* +
So:25 + 7 =
3. 21 +0-EH
21 + + +
21 + -> +
+
=
SO: 21 + S =
© Complete
3, 6
1
— '
Figure 2.18
LO 1.8
LO 2.2
Table 2.22
2,3.8 Assessment
Learning Outcome 2. 'The learner will be able to recognise, describe and represent numbers and their
The learner will be able to recognise, describe and represent numbers and their relationships, and to count,
estimate, calculate and check with competence and confidence in solving problems.
Assessment Standard 1.2: We know this when the learner counts forwards and backwards in:
1.2.1 ones from any number between and 200;
1.2.2 tens from any multiple of 10 between and 200;
1.2.3 fives from any multiple of 5 between and 200;
1.2.4 twos from any multiple of 2 between and 200;
Assessment Standard 1.4: We know this when the learner orders, describes and compares the following
numbers:
1.4.1 whole numbers to at least 2-digit numbers;
1.4.2 common fractions including halves and quarters;
Assessment Standard 1.8: We know this when the learner can perform calculations, using appropriate
symbols, to solve problems;
102 CHAPTER 2. TERM 2
Assessment Standard 1.10: We know this when the learner uses the following techniques:
1.10.1 building up and breaking down numbers;
1.10.2 doubling and halving;
1.10.3 using concrete apparatus (e.g. counters);
1.10.4 number- lines;
Learning Outcome 2:The learner will be able to recognise, describe and represent patterns and rela-
tionships, as well as to solve problems using algebraic language and skills.
Assessment Standard 2.2: We know this when the learner copies and extends simple number sequences
to at least 200.
Learning Outcome 5:The learner will be able to collect, summarise, display and critically analyse data
in order to draw conclusions and make predictions, and to interpret and determine chance variation.
Assessment Standard 5.1: We know this when the learner collects data (alone and/or as a member
of a group or team) in the classroom and school environment to answer questions posed by the teacher (e.g.
'how many learners are there in each classroom?');
Assessment Standard 5.2: We know this when the learner sorts physical objects to one attribute
chosen by the teacher;
Assessment Standard 5.4: We know this when the learner draws pictures and constructs pictographs
that have a 1-1 correspondence between own data and representations;
Assessment Standard 5.5: We know this when the learner describes own or a peer's collection of
objects, explains how it was sorted, and answers questions about it.
2.4 Bonds of 10 and ll 4
2.4.1 MATHEMATICS
2.4.2 Mathematics in the world around us
2.4.3 EDUCATOR SECTION
2.4.4 Memorandum
2.4.5 Critical and developmental outcomes:
The learners must be able to:
1. identify and solve problems and make decisions using critical and creative thinking;
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;
6. demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation;
7. reflect on and explore a variety of strategies to learn more effectively;
8. participate as responsible citizens in the life of local, national, and global communities;
9. be culturally and aesthetically sensitive across a range of social contexts;
10. explore education and career opportunities; and
develop entrepreneurial opportunities.
• Integration of Themes: Friends
This content is available online at <http://cnx.Org/content/m32443/l.l/>.
103
Social Justice, Human Rights and a healthy environment: "I am in Grade 2 with many other
children. Each learner needs to be happy. The educator needs a suitable learning environment in order
to teach us."
Discuss the learner's responsibility to create such an environment.
Taking turns on the jungle gym is important - why? Discuss safety, manners, co-operation, etc.
Learners extend their number concept to 109 on the "jungle gym". The activities include ordinals,
names, symbols and counting forward and backward.
Position is established by places in the classroom, using a floor map of the room.
A graph is designed to be completed by collecting information.
Addition and subtraction are extended to +4, -4, +5, -5, +6, -6, +7, -7.
Bonds of 10 and 11 are discovered.
Directions are given to draw and colour a shape.
Measuring with thumbs and comparison of these measurements using the related vocabulary.
2.4.6 LEANER SECTION
2.4.7 Content
2.4.7.1 ACTIVITY: Bonds of 10 and 11 [LO 1.8, LO 1.9, LO 1.12, LO 3.8]
The "Under Ten" Team wear caps and jerseys with numbers that add up to 10.
• Help Sisulu sort them correctly.
Figure 2.19
• Find out how the "Under Eleven" Team's caps and jerseys can be sorted so that their numbers add up
to 11.
Here are II dots to help you.
00000
00000 eleven
Figure 2.20
104
CHAPTER 2. TERM 2
Figure 2.21
10
9 + I
10 + I
These numbers add up to.
Figure 2.22
LO 1.9
Table 2.23
105
® Draw a / if the number sentence is correct, (true number sentence)
© Draw a X if the number sentence is wrong.
\L + 2 = 16 31 + 2 = 33
16 =
.14 + 2
33 = 31 + 2
16 =
= 10 + 6
33 = 30 + 3
23 =
= 20+3
£5 = £0 + 5
27 =
= 20+7
17-10 + 10
61 =
= 1+60
77 = 76 + 1
61 ■
- 1 = 60
77-7 =70
30 ■
■ 10 = 10
20 - 20 =
78
■8 = 65
66-6 =60
£5 ■
■ 3 =a E
33-3 - 30 |
20 ■
■ 20 = 10
LO - W =
ZL + L = 88 ; 35 + L = £0
Figure 2.23
• There were
• There were
• Check with a friend.
correct,
wrong.
LO 1.8
LO 1.12
Table 2.24
+ 1
+ 3
- 1
+ 4
- 2
+ 10
6
7
11
9
10
7
Table 2.25
106
CHAPTER 2. TERM 2
- 2
- 1
+ 3
+ 1
+ 2
- 10
22
16
13
8
46
2.4.7.1.1 Directions
Table 2.26
LO 1.8
LO 1.9
Table 2.27
4* down "J up — ^ forward <— backward
L
7 8
10
II
21
31
L\
51
61
71
81
a !
Figure 2.24
Follow the directions:
Begin at 41. Go forward 2 dots. Move up 3 dots, forward 4, down 3, forward 2.
Now move down 2, back 2, down 3.
Now move back 4, up 3, back 2 and up 2.
You should be back at 41.
Colour the shape you drew.
LO 3.8
107
Table 2.28
2.4.8 Assessment
Learning Outcome 2. 'The learner will be able to recognise, describe and represent numbers and their
The learner will be able to recognise, describe and represent numbers and their relationships, and to count,
estimate, calculate and check with competence and confidence in solving problems.
Assessment Standard 1.8: We know this when the learner can perform calculations, using appropriate
symbols, to solve problems;
Assessment Standard 1.9: We know this when the learner performs mental calculations;
Assessment Standard 1.12: We know this when the learner checks the solution given to problems by
peers.
Learning Outcome 3:The learner will be able to describe and represent characteristics and relationships
between two-dimensional shapes and three-dimensional objects in a variety of orientations and positions.
Assessment Standard 3.8: We know this when the learner understands direction.
2.5 Birthdays 5
2.5.1 MATHEMATICS
2.5.2 Mathematics in the world around us
2.5.3 EDUCATOR SECTION
2.5.4 Memorandum
2.5.5 Critical and developmental outcomes:
The learners must be able to:
1. identify and solve problems and make decisions using critical and creative thinking;
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;
6. demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation;
7. reflect on and explore a variety of strategies to learn more effectively;
8. participate as responsible citizens in the life of local, national, and global communities;
9. be culturally and aesthetically sensitive across a range of social contexts;
10. explore education and career opportunities; and
develop entrepreneurial opportunities.
• Integration of Themes: Autumn
• A healthy environment: The signs of Autum.
• This module begins with a graph of birthdays of their friends.
• Number concept and counting activities, stressing the patterns in counting, are extended to 120.
• Halving and doubling within the range 1 to 50.
• Shopping activities include word sums, directions to shops, and selecting the correct coins are included.
5 This content is available online at <http://cnx.Org/content/m32463/l.l/>.
108
CHAPTER 2. TERM 2
• Learners complete a shopping graph.
• Bonds of 10, 11, 12, 13, 14 and 15 are introduced and consolidated with a variety of activities.
• Measuring activities reinforce the vocabulary of "a small mass", "a great mass", gram and kilogram.
• A recipe for muffins is included and learners experience practically the value of measurement (Tech-
nology).
• To extend their sensitivity to different cultures they create their own patterns using shapes and patterns
found on huts.
• Learners learn through playing games and therefore a memory game with number sentences has been
designed for them.
2.5.6 LEANER SECTION
2.5.7 Content
2.5.7.1 ACTIVITY: Birthdays [LO 1.1, LO 1.2, LO 1.4, LO 1.7, LO 1.8, LO 4.2, LO 4.3, LO
5.1, LO 5.4, LO 5.5]
2.5.7.1.1 Birthday Celebrations
• Join the months of the year with a line from the first to the twelfth.
• Fill in my friends' names under the month in which they have their birthdays.
My Friends
Months of the Year
lorn V^x bisulu V — y
jy February
January """
Ann @> Sally @>
December July
April
March
September
November
June
May
August
October
Liz (IT) Mo (3rd)
(g)H.nry @ Pot
Figure 2.25
My Birthday graph
Month^ Januarjy Februa|r jMarch
of
the
Year
April
May
June
July
August Septen.bQctobcrNovembiiecemDer
continued on next page
109
Numb(
of
Friends
r
Tom
Table 2.29
LO 4.2
LO 5.1
LO 5.4
Table 2.30
Figure 2.26
• Choose 10 friends.
• Write their names here:
• Find out when each of your ten friends has a birthday.
• Write the month (or the letter of the month e.g. A for April) next to each name.
• Fill in their names on "My Birthday Graph" on page 2 under the correct month.
LO 5.1
LO 5.4
110
CHAPTER 2. TERM 2
Table 2.31
• Fill in the missing words.
1. I filled in (how many) children's birthdays on my graph.
2. Most children have their birthdays in (name of month).
3. The least number of birthdays are in (name of month).
4. There are more birthdays in (name of month) .
than in (name of
month).
5. There are fewer birthdays in (name of month) .
than in (name of
month).
6. I must remember my best friend's birthday is in
7. Use a calendar to find out how many days there are in each month.
In January May September . . .
February June October
March July November
April August December
8. Ask your teacher to teach you to use your knuckles to find out how many days there are in each month.
LO 4.3
LO 5.5
Table 2.32
Let's count the days in April. We'll make a dot for every day.
Figure 2.27
• How did you count them?
In l'e, 2's, 3'e, 5'e or 10'e?
• Draw a circle around your answer.
• June has the same number of days.
• Make a triangle for every day.
• Count the triangles in a different way.
Draw a circle around l's or 2's or 3's or 5's or 10's to show how you counted the triangles.
Ill
Figure 2.28
• Do the same with the days in September.
• Use a circle.
• Complete: I counted them in
Septe
oo
Figure 2.29
LO 1.1
LO 1.2
Table 2.33
All about April, June and September
• Look at April's days on page 4.
1. There are groups of ten in
2. There are groups of five in
3. There are groups of two in_
• Write a number sentence for 1.
30
days.
days,
days.
Write a number sentence for 2.
• Write a number sentence for 3.
• If we add April's and June's days there are
• Write a number sentence for this story.
altogether. We have doubled their days.
112 CHAPTER 2. TERM 2
• If we add September's days too, the total will be
• Write a number sentence.
• Double these numbers.
20 30 40 50
22 34 44 51
LO 1.7
LO 1.8
LO 1.10
Table 2.34
2,5.8 Assessment
Learning Outcome 2. 'The learner will be able to recognise, describe and represent numbers and their rela-
tionships, and to count, estimate, calculate and check with competence and confidence in solving problems.
Assessment Standard 1.1: We know this when the learner counts to at least 100 everyday objects
reliably;
Assessment Standard 1.7: We know this when the learner solves and explains solutions to practical
problems that involve equal sharing and grouping and that lead to solutions that also include unitary fractions
(e.g. 1);
Assessment Standard 1.8: We know this when the learner can perform calculations, using appropriate
symbols, to solve problems;
Assessment Standard 1.10: We know this when the learner uses the following techniques:
1.10.1 building up and breaking down numbers;
1.10.2 doubling and halving;
1.10.3 using concrete apparatus (e.g. counters);
1.10.4 number-lines;
Learning Outcome 4:The learner will be able to use appropriate measuring units, instruments and
formulae in a variety of contexts.
Assessment Standard 4.2: We know this when the learner names in order the days of the week and
the months of the year;
Assessment Standard 4.3: We know this when the learner calculates elapsed time;
Learning Outcome 5:The learner will be able to collect, summarise, display and critically analyse data
in order to draw conclusions and make predictions, and to interpret and determine chance variation.
Assessment Standard 5.1: We know this when the learner collects data (alone and/or as a member
of a group or team) in the classroom and school environment to answer questions posed by the teacher (e.g.
'how many learners are there in each classroom?');
Assessment Standard 5.4: We know this when the learner draws pictures and constructs pictographs
that have a 1-1 correspondence between own data and representations;
Assessment Standard 5.5: We know this when the learner describes own or a peer's collection of
objects, explains how it was sorted, and answers questions about it.
113
2.6 Number patterns 6
2.6.1 MATHEMATICS
2.6.2 Mathematics in the world around us
2.6.3 EDUCATOR SECTION
2.6.4 Memorandum
2.6.5 Critical and developmental outcomes:
The learners must be able to:
1. identify and solve problems and make decisions using critical and creative thinking;
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;
6. demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation;
7. reflect on and explore a variety of strategies to learn more effectively;
8. participate as responsible citizens in the life of local, national, and global communities;
9. be culturally and aesthetically sensitive across a range of social contexts;
10. explore education and career opportunities; and
develop entrepreneurial opportunities.
• Integration of Themes: Autumn
• A healthy environment: The signs of Autum.
• This module begins with a graph of birthdays of their friends.
• Number concept and counting activities, stressing the patterns in counting, are extended to 120.
• Halving and doubling within the range 1 to 50.
• Shopping activities include word sums, directions to shops, and selecting the correct coins are included.
• Learners complete a shopping graph.
• Bonds of 10, 11, 12, 13, 14 and 15 are introduced and consolidated with a variety of activities.
• Measuring activities reinforce the vocabulary of "a small mass", "a great mass", gram and kilogram.
• A recipe for muffins is included and learners experience practically the value of measurement (Tech-
nology).
• To extend their sensitivity to different cultures they create their own patterns using shapes and patterns
found on huts.
• Learners learn through playing games and therefore a memory game with number sentences has been
designed for them.
6 This content is available online at <http://cnx.Org/content/m32464/l.l/>.
114
CHAPTER 2. TERM 2
2.6.6 LEANER SECTION
2.6.7 Content
2.6.7.1 ACTIVITY: Number patterns [LO 1.3, LO 1.4, LO 1.6, LO 1.8, LO 1.10, LO 2.2, LO
3.8, LO 5.4]
2.6.7.1.1 Number Patterns
• The number of days in January has been written in a pattern for you to count. Continue the counting
pattern by joining the numbers with a line. Begin on 2.
®
— 3
10
IS
R
2
7
H
12
17
20
5
8
13
16 21
L
27
26
6
25
2S
23
15
2i
22
30
T\
31
Figure 2.30
These are all (even or uneven) numbers.
• Continue the counting pattern for the days in March. Begin on 1.
0—
L
12
20
21
25
26
3
\L
13
II R
22
21 27
2
5
10
23
28
6
9
15
18
2<7
7
8
16
17
30
31
Figure 2.31
• Even numbers joined:
• Uneven numbers joined:
• Days in January and March:
115
Total:
LO 2.2
Table 2.35
2.6.7.1.2 Number Patterns
• Continue the counting pattern for the month of May. Begin on 2.
1
2
10 20
21
31
/D
H II
11 22
30
L /
/ 12
IS
17
25
23
5
6
8 13
16
1L 27
7\
7
\L
15
26
28
Figure 2.32
• I used numbers. Even/uneven.
• Continue the counting pattern for the month of July. Begin on 1.
10
fl
K
18 22
20 21
17 26
27
16 28 31
2S 30
Figure 2.33
116
CHAPTER 2. TERM 2
• I used these even numbers:
• I used these uneven numbers:
• Continue these counting patterns:
2, 12, 22,
1, II, 21,
23, 33, 13. ,
Figure 2.34
72.
71.
<)3.
2.6.7.1.3 Rename these numbers
LO 2.2
Table 2.36
1610 + 6
24
36
40
58
51
13
29
94
62
87
50
96
83
74
Table 2.37
Write these number names.
58
94
62
74
36
87
40
13
Arrange these numbers from the least to the most.
16 4 19 23 11
LO 1.3
LO 1.4
LO 1.10
Table 2.38
Des says, "Look how much I have saved."
117
wN
50c JaoO(5c~)(2
IK
ave savec
Figure 2.35
• Sisulu says, "Look how much I have saved."
© © ©
Figure 2.36
Mo says, "Look how much I have saved."
©00(g)®
Figure 2.37
has saved the most,
has saved the least.
Sisulu has saved more than
• Arrange these coins from the most to the least.
118
CHAPTER 2. TERM 2
50c) R2 (£) Rl f R5) (\ c ) Qo
Figure 2.38
^^^■jff^&jg&jff
LO 1.4
LO 1.6
Table 2.39
• Price chart
ball 60c, yacht 55c, marbles 30c, hammer 25c, lollipop 10c, kitten 75c, racket 45c, 1 pencil 20c, book 30c
1"
y Shopping Graph
50
70
60
I
~30B$
"zoJm
Pr
in
X
t )
boll
yacht.
marbles
hammer
lollipop
kitten
bat
1 pencil
book
Iten
Figure 2.39
119
• Complete the graph.
LO 5.4
Table 2.40
• Read.
• Draw the coins.
• Look at the items on the previous page.
Liz bought a
She paid:
for a
Sally bought a for
She paid:
Mike bought a
for
c.
He paid:
Tom bought a
He paid:
for
c.
I bought a hammer for 25c. I paid: 10c + 20c. My change was
LO 1.6
Table 2.41
2.6.7.1.4 Money! Money! Money!
• Mom sorts out her coins to pay for :
120
CHAPTER 2. TERM 2
R100
R6.50
R3.25
<Wc
Figure 2.40
LO 1.6
Table 2.42
2.6.7.1.5 Off to the Shops
• Begin at bus stop 50.
• Complete the road to the shoe shop.
121
Sho
Cafe
Post Office
Bus slap
50
10
-5
{answer)
+ L
+ 2
Park
T
+ 2
Double
■10
+ 5
trtr
^
+ 5 -£>^
*$i
Figure 2.41
• Use these descriptions to tell Liz and Mo how to get from bus stop 50 to the shoe shop.
trees forward
left
right
M I N I
railwau
airport
Figure 2.42
• Write the directions.
LO 1.8
LO 3.8
Table 2.43
2,6.8 Assessment
Learning Outcome 2. 'The learner will be able to recognise, describe and represent numbers and their rela-
tionships, and to count, estimate, calculate and check with competence and confidence in solving problems.
122 CHAPTER 2. TERM 2
Assessment Standard 1.3: We know this when the learner knows and reads number symbols from 1
to at least 200 and writes number names from 1 to at least 100;
Assessment Standard 1.4: We know this when the learner orders, describes and compares numbers:
Assessment Standard 1.6: We know this when the learner solves money problems involving totals
and change in rand and cents;
Assessment Standard 1.8: We know this when the learner can perform calculations, using appropriate
symbols, to solve problems;
Assessment Standard 1.10: We know this when the learner uses the following techniques:
1.10.1 building up and breaking down numbers;
1.10.2 doubling and halving;
1.10.3 using concrete apparatus (e.g. counters);
1.10.4 number-lines;
Learning Outcome 2:The learner will be able to recognise, describe and represent patterns and rela-
tionships, as well as to solve problems using algebraic language and skills.
Assessment Standard 2.2: We know this when the learner copies and extends simple number sequences
to at least 200.
Learning Outcome 3:The learner will be able to describe and represent characteristics and relationships
between two-dimensional shapes and three-dimensional objects in a variety of orientations and positions.
Assessment Standard 3.8: We know this when the learner understands direction.
Learning Outcome 5:The learner will be able to collect, summarise, display and critically analyse data
in order to draw conclusions and make predictions, and to interpret and determine chance variation.
Assessment Standard 5.1: We know this when the learner collects data (alone and/or as a member
of a group or team) in the classroom and school environment to answer questions posed by the teacher (e.g.
'how many learners are there in each classroom?');
Assessment Standard 5.4: We know this when the learner draws pictures and constructs pictographs
that have a 1-1 correspondence between own data and representations;
Assessment Standard 5.5: We know this when the learner describes own or a peer's collection of
objects, explains how it was sorted, and answers questions about it.
2.7 Partners 7
2.7.1 MATHEMATICS
2.7.2 Mathematics in the world around us
2.7.3 EDUCATOR SECTION
2.7.4 Memorandum
2.7.5 Critical and developmental outcomes:
The learners must be able to:
1. identify and solve problems and make decisions using critical and creative thinking;
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;
6. demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation;
7 This content is available online at <http://cnx.Org/content/m32466/l.l/>.
123
7. reflect on and explore a variety of strategies to learn more effectively;
8. participate as responsible citizens in the life of local, national, and global communities;
9. be culturally and aesthetically sensitive across a range of social contexts;
10. explore education and career opportunities; and
develop entrepreneurial opportunities.
• Integration of Themes: Autumn
• A healthy environment: The signs of Autum.
• This module begins with a graph of birthdays of their friends.
• Number concept and counting activities, stressing the patterns in counting, are extended to 120.
• Halving and doubling within the range 1 to 50.
• Shopping activities include word sums, directions to shops, and selecting the correct coins are included.
• Learners complete a shopping graph.
• Bonds of 10, 11, 12, 13, 14 and 15 are introduced and consolidated with a variety of activities.
• Measuring activities reinforce the vocabulary of "a small mass", "a great mass", gram and kilogram.
• A recipe for muffins is included and learners experience practically the value of measurement (Tech-
nology).
• To extend their sensitivity to different cultures they create their own patterns using shapes and patterns
found on huts.
• Learners learn through playing games and therefore a memory game with number sentences has been
designed for them.
2.7.6 LEANER SECTION
2.7.7 Content
2.7.7.1 ACTIVITY: Partners [LO 1.4, LO 1.8, LO 1.9]
• Write the partners of 10 as quickly as you can.
Figure 2.43
• If you know them really well, you can write the partners of 11 quickly because 11 is just one more then
10.
• Try them: partners of 11.
124
CHAPTER 2. TERM 2
(3D
<3D (DCiDc^Dc^D^
<£><iDO
Figure 2.44
• Think of the partners of 10 when you do the partners of 12. 12 is just two more than 10.
<J>
• Fill in the missing numbers.
3 +
6 + 4 = __
6 + 5 =
6 + 6 =
Figure 2.45
= 10 9 + 1 + 1 = _
= 11 8 + 2 + 2
= 12 7 + 3 + 2
LO 1.9
Table 2.44
2.7.7.1.1 Numbers in Nomograms
• Let the nomogram help you find out the partners of 13. See in which order the numbers are written.
1 2 3 L 5 6 7 8 S 10 II 12 13
1 1 1 1 1 ! 1 1 1 1 1 1 1 1
I 1 1 1 M II 1 1 II II
13 12 II 10 9 S 7 6 5 L 3 2 1
Figure 2.46
125
Write the partners of 13. (Number sentences).
+ 13 =13
1 +
2
3
L
5
6
Figure 2.47
• Arrange these numbers from the most to the least.
3 1 24 11 18 26
LO 1.4
LO 1.9
Table 2.45
• Let the nomogram on page 15 help you to write the subtraction sums of 13.
Remember: 10 + 3 = 13 so 3 + 10 = 13
So 13 - 3 = 10 and 13 - 10 = 3
13- 1 =
13
13
2 =
2 =
13 - 3 = _
13 - 4 = _
13 - 5 = _
13- 12 =
13- 11 =
13 - 10 =
13 - 9 = _
13 - 8 = _
13-7 =
• This nomogram is the same, except that the numbers are arranged in two groups. It will help you with
partners of 14.
126
CHAPTER 2. TERM 2
1
2
1
3
1
L
I
5
1
6
1
1
i
13
1
12
!
II
1
10
1
8
7
S
1
10
1
II
I
12
1
13
1
\
7
1
6
I
5
1
L
1
3
1
2
1
1
Figure 2.48
LO 1.9
Table 2.46
• Complete the number sentences. Let the nomogram help you.
+ = 14
8 + = 14
10 + = 14
2 + = 14
4 + = 14
5 + = 14
11 + = 14
9 + = 14
14 - 3 =
14 - 8 =
14 - 10 =
14 - 2 =
14 - 4 =
14 - 5 =
14- 11 =
14 - 9 =
• Now try adding 5 more.
127
Figure 2.49
Complete:
LO 1.8
LO 1.9
Table 2.47
Figure 2.50
• Discover the partners of 15 in the wheel.
• Check your friend's wheel.
128
CHAPTER 2. TERM 2
• Write the number sentences.
£+1-15
Figure 2.51
LO 1.8
LO 1.9
Table 2.48
2,7.8 Assessment
Learning Outcome 2. 'The learner will be able to recognise, describe and represent numbers and their rela-
tionships, and to count, estimate, calculate and check with competence and confidence in solving problems.
Assessment Standard 1.4: We know this when the learner orders, describes and compares numbers;
Assessment Standard 1.8: We know this when the learner can perform calculations, using appropriate
symbols, to solve problems;
Assessment Standard 1.9: We know this when the learner performs mental calculations.
2.8 Measure activities 8
2.8.1 MATHEMATICS
2.8.2 Mathematics in the world around us
2.8.3 EDUCATOR SECTION
2.8.4 Memorandum
2.8.5 Critical and developmental outcomes:
The learners must be able to:
1. identify and solve problems and make decisions using critical and creative thinking;
s This content is available online at <http://cnx.Org/content/m32467/l.l/>.
129
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;
6. demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation;
7. reflect on and explore a variety of strategies to learn more effectively;
8. participate as responsible citizens in the life of local, national, and global communities;
9. be culturally and aesthetically sensitive across a range of social contexts;
10. explore education and career opportunities; and
develop entrepreneurial opportunities.
• Integration of Themes: Autumn
• A healthy environment: The signs of Autum.
• This module begins with a graph of birthdays of their friends.
• Number concept and counting activities, stressing the patterns in counting, are extended to 120.
• Halving and doubling within the range 1 to 50.
• Shopping activities include word sums, directions to shops, and selecting the correct coins are included.
• Learners complete a shopping graph.
• Bonds of 10, 11, 12, 13, 14 and 15 are introduced and consolidated with a variety of activities.
• Measuring activities reinforce the vocabulary of "a small mass", "a great mass", gram and kilogram.
• A recipe for muffins is included and learners experience practically the value of measurement (Tech-
nology).
• To extend their sensitivity to different cultures they create their own patterns using shapes and patterns
found on huts.
• Learners learn through playing games and therefore a memory game with number sentences has been
designed for them.
2.8.6 LEANER SECTION
2.8.7 Content
2.8.7.1 ACTIVITY: Measure activities [LO 1.2, LO 1.4, LO 1.7, LO 1.8 LO 1.10, LO 1.11, LO
2.2, LO 4.6, LO 4.7]
• What does the balance tell you about the mass of my toys?
the cat and the bird
the rabbit and the mice
the giraffe and the dog
Figure 2.52
130 CHAPTER 2. TERM 2
• Discuss their mass with a friend.
• Complete the list to say which of the toys have a
2.8.7.1.1 Great mass
2.8.7.1.2 Small mass
2.8.7.1.3 Same mass
• Complete:
The mass of the cat is the same as stones
The mass of the rabbit is the same as stones
LO 4.6
Table 2.49
• Compare the mass of your pencil case and your friend's pencil case. Use the balance.
• Tell each other what conclusions you come to.
• Choose stones or blocks or shells and see how many have the same mass as your pencil case.
• Complete:
My pencil case has the same mass as
(stones, blocks, shells)
• Now find out about these on the balance and complete the sentences.
1. How many shells have the same mass as my pencil?
Write: My pencil has
2. How many blocks have the same mass as my lunch box?
Write: My lunch box has
LO 4.6
Table 2.50
• Henry, Mike and Tom jog every morning to keep fit.
• Complete the kilometres on the track.
• Begin at 93.
131
% %
Figure 2.53
• On Monday they started at 120 and stopped at 93. Count backwards.
• Fill in the missing numbers:
100
96
102, 99 101, 103 105,
... 98, 111 113, 110 112.
• Henry started at 93 and rested 10 km later. He was at km.
• Mike rested 6 km further. He was at km.
• Tom rested between 110 and 112 km. He was at km.
LO 1.2
LO 1.4
LO 2.2
Table 2.51
• Pat took a large handful of beans. So did Sally.
• Guess how many each had. Pat Sally _
Sally
^ <12)fcP§
Figure 2.54
132
CHAPTER 2. TERM 2
Group them into 10's.
• Count Pat's beans.
• Count Sally's beans.
beans,
beans.
Did you guess too many, too few or just right?
r
We need the chairs
in the hall. How
many are there?
I think there are
chairs.
Figure 2.55
• Group them into 10's.
• Count them. There are
chairs.
LO 1.1
LO 1.8
Table 2.52
Arrange the chairs in the hall into groups of 10 and ones.
133
l v hhhhjy
/^hhhhhN
VhhhHn^
30
thirty
h
60
h
LZ
5L
3S
Figure 2.56
LO 1.10
Table 2.53
1 24 children came to practise. Mr King wanted 8 children in a team.
How many teams did he make? Use counters or draw.
Mr King made teams.
2. Mom has R30,00 in her purse. She divides it equally among Des, Liz and Mo. How much will each
get?
Tell a friend how you found out what each one will get
3. Tom, Sisulu and Henry each lost 3 buttons when they were playing "Catch". How many buttons did
they lose altogether?
Write a number sentence.
LO 1.7
LO 1.10
LO 1.11
Table 2.54
• Look through a catalogue, a magazine or a newspaper and find things that are sold by the gram or
kilogram. Cut them out and paste them here. Check the prices of each and discuss them with a friend.
134 CHAPTER 2. TERM 2
LO 4.7
Table 2.55
2.8.7.1.4 Mom makes Muffins for Mo.
Perhaps you and you teacher would also like to make muffins for tea.
• Try this recipe. (12 muffins)
• You need :
500g cake flour
2,5g salt
1 egg
50g margarine
20g baking powder
25g suger
225ml milk
• You also need :
a mixing bowl
a spoon
muffin tins which are greased
• Method:
1. Beat the egg and mix it with the milk.
2. Sift all the dry ingredients together.
3. Add the egg mixture and mix.
4. Melt the margarine and add to the mixture.
5. Measure off spoonfuls of mixture into the greased muffin tin.
6. Bake in an oven with temperature at 200°C for 15 to 20 minutes.
Serve with margarine. Enjoy!!
• Compare this recipe with the one Mom uses.
LO 4.7
Table 2.56
2,8.8 Assessment
Learning Outcome 2. 'The learner will be able to recognise, describe and represent numbers and their rela-
tionships, and to count, estimate, calculate and check with competence and confidence in solving problems.
Assessment Standard 1.2: We know this when the learner counts forwards and backwards
Assessment Standard 1.4: We know this when the learner orders, describes and compares numbers:
Assessment Standard 1.7: We know this when the learner solves and explains solutions to practical
problems that involve equal sharing and grouping and that lead to solutions that also include unitary fractions
(e.g. 1);
135
Assessment Standard 1.8: We know this when the learner can perform calculations, using appropriate
symbols, to solve problems;
Assessment Standard 1.10: We know this when the learner uses the following techniques:
1.10.1 building up and breaking down numbers;
1.10.2 doubling and halving;
1.10.3 using concrete apparatus (e.g. counters);
1.10.4 number-lines;
Assessment Standard 1.11: We know this when the learner explains own solutions to problems;
Learning Outcome 2:The learner will be able to recognise, describe and represent patterns and rela-
tionships, as well as to solve problems using algebraic language and skills.
Assessment Standard 2.2: We know this when the learner copies and extends simple number sequences
to at least 200.
Learning Outcome 4:The learner will be able to use appropriate measuring units, instruments and
formulae in a variety of contexts.
Assessment Standard 4.6: We know this when the learner estimates, measures, compares and orders
three-dimensional objects using non-standard measures;
Assessment Standard 4.7: We know this when the learner gains experience with standard measures.
2.9 Patterns 9
2.9.1 MATHEMATICS
2.9.2 Mathematics in the world around us
2.9.3 EDUCATOR SECTION
2.9.4 Memorandum
2.9.5 Critical and developmental outcomes:
The learners must be able to:
1. identify and solve problems and make decisions using critical and creative thinking;
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;
6. demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation;
7. reflect on and explore a variety of strategies to learn more effectively;
8. participate as responsible citizens in the life of local, national, and global communities;
9. be culturally and aesthetically sensitive across a range of social contexts;
10. explore education and career opportunities; and
develop entrepreneurial opportunities.
• Integration of Themes: Autumn
• A healthy environment: The signs of Autum.
• This module begins with a graph of birthdays of their friends.
• Number concept and counting activities, stressing the patterns in counting, are extended to 120.
• Halving and doubling within the range 1 to 50.
9 This content is available online at <http://cnx.Org/content/m32469/l.l/>.
136
CHAPTER 2. TERM 2
Shopping activities include word sums, directions to shops, and selecting the correct coins are included.
Learners complete a shopping graph.
Bonds of 10, 11, 12, 13, 14 and 15 are introduced and consolidated with a variety of activities.
Measuring activities reinforce the vocabulary of "a small mass", "a great mass", gram and kilogram.
A recipe for muffins is included and learners experience practically the value of measurement (Tech-
nology).
To extend their sensitivity to different cultures they create their own patterns using shapes and patterns
found on huts.
Learners learn through playing games and therefore a memory game with number sentences has been
designed for them.
2.9.6 LEANER SECTION
2.9.7 Content
2.9.7.1 ACTIVITY: Patterns [LO 1.8, LO 1.9, LO 1.4, LO 2.1, LO 2.3, LO 2.5, LO 4.6]
• African People in other parts of South Africa often decorate their homes with beautiful patterns of
different colours and shapes.
• Colour the patterns.
'- ^r-a 2 ° ~*i-^*' '
Figure 2.57
• Design your own African pattern for the border around your family photo.
• Draw your family from the shortest to the tallest.
Show the class your beautiful, colourful picture.
LO 2.1
LO 2.3
LO 2.5
LO 4.6
Table 2.57
Paste this page on cardboard.
Cut out the squares.
Place them face down.
Take turns to turn one card over.
Read the number sentence.
137
• Turn the card face down again.
• Your partner takes a turn and tries to find a card with the
• same answer.
• Keep the partners and see who can collect the most pairs.
15- 14
7-6
10-8
22- 20
9-6
13- 10
11-7
12-8
13-8
25 - 20
15-9
12-6
17 + 4
24-3
30- 10
17 + 3
9-9
20-2
10-3
14-7
10 + 6
8 + 8
36-3
30 + 3
46 + 4
53-3
95-5
80 + 10
20 + 4
28- 4
Table 2.58
LO 1.8
LO 1.9
Table 2.59
2.9.8 Assessment
Learning Outcome 2. 'The learner will be able to recognise, describe and represent numbers and their rela-
tionships, and to count, estimate, calculate and check with competence and confidence in solving problems.
Assessment Standard 1.8: We know this when the learner can perform calculations, using appropriate
symbols, to solve problems;
Assessment Standard 1.9: We know this when the learner performs mental calculations;
Learning Outcome 2:The learner will be able to recognise, describe and represent patterns and rela-
tionships, as well as to solve problems using algebraic language and skills.
Assessment Standard 2.1: We know this when the learner copies and extends simple patterns using
physical objects and drawings;
Assessment Standard 2.3: We know this when the learner creates own patterns;
Assessment Standard 2.5: We know this when the learner identifies, describes and copies geometric
patterns in natural and cultural artefacts of different cultures and times.
Learning Outcome 4:The learner will be able to use appropriate measuring units, instruments and
formulae in a variety of contexts.
Assessment Standard 4.6: We know this when the learner estimates, measures, compares and orders
three-dimensional objects using non-standard measures.
138 CHAPTER 2. TERM 2
Chapter 3
Term 3
3.1 Vehicles - distance 1
3.1.1 MATHEMATICS
3.1.2 Mathematics in the world around us
3.1.3 EDUCATOR SECTION
3.1.4 Memorandum
3.1.5 Critical and developmental outcomes:
The learners must be able to:
1. identify and solve problems and make decisions using critical and creative thinking;
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;
6. demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation;
7. reflect on and explore a variety of strategies to learn more effectively;
8. participate as responsible citizens in the life of local, national, and global communities;
9. be culturally and aesthetically sensitive across a range of social contexts;
10. explore education and career opportunities; and
develop entrepreneurial opportunities.
• Integration of Themes:
• A healthy environment: Many vehicles use our roads and these are a source of pollution. Discuss.
Safety on the roads is essential. Learners must obey road rules and safety measures taken by the
school and road authorities. Discuss how learners can be safe while walking / travelling to and from
school.
• Plants and flowers make our environment pretty and attractive. Learners must know these should be
protected and not destroyed.
• Inclusively: Man, animals and plants all rely on one another to survive. Discuss this statement and
give examples.
1 This content is available online at <http://cnx.Org/content/m32470/l.l/>.
139
140
CHAPTER 3. TERM 3
• Vehicles are essentially part of the learner's experience and through these activities of counting to 150,
a graph determining distances and vehicles, and the extension of bonds of 16, are used.
• Up to 50 objects are estimated, grouped and counted.
• The multiplication tables of 2 is introduced and addition and subtraction of 6, 7, 8 and 9 included.
• Shapes are identified and sorted by colouring
3.1.6 LEANER SECTION
3.1.7 Content
3.1.7.1 ACTIVITY: Vehicles - distance [LO 1.2.1, LO 1.2.2, LO 1.2.4, LO 1.3, LO 1.4.1, LO
1.8.1, LO 1.8.3, LO 1.9.1, LO 2.2, LO 5.5]
Continue the counting pattern for each vehicle in kilometres.
Figure 3.1
• The car travelled
• The truck travelled
• The motorbike travelled
• The bus travelled
km.
_ km.
km.
km.
LO 2.2
141
Table 3.1
Look at the graph of the number of kilometres that each vehicle travelled on each day.
the motorbike
Monday
61
Tuesdc
101
18
L?
58
43
37
88
Wednesday Thursday
79
(J>
83
80
£0
26
57
39
Figure 3.2
Answer the questions:
• Which one travelled the furthest on Monday?
• Which one travelled the furthest on Tuesday?
• Which one travelled the furthest on Wednesday?_
• Which one travelled the furthest on Thursday?__
LO 5.5
Table 3.2
• Look at the graph and answer the questions.
• Which vehicle travelled the least number of kilometres on Monday?
• Which vehicle travelled the least number of kilometres on Tuesday?
• Which vehicle travelled the least number of kilometres on Wednesday?
• Which vehicle travelled the least number of kilometres on Thursday?
• Arrange each vehicle's kilometres for each day from the least to the most.
The truck: 49
The car:
The motorbike:
The bus:
142
CHAPTER 3. TERM 3
LO 1.4.1
LO 5.5
Table 3.3
• Estimate (guess) how many tyres are lying in the yard.
I think there are tyres.
• Count them.
I counted tyres.
• I estimated too many or too few?
I estimated
Figure 3.3
• Count the tyres in l's.
• Count the tyres in 2's.
• Count the tyres in 10's. Group them first.
LO 1.2.1
LO 1.2.2
LO 1.2.4
LO 1.8.3
Table 3.4
• Complete the columns.
143
72
seventy
two
/oooo\ /oooo y oooo\ /oooo y oooo y oooo y oooo\ /o\
| OOOO OOOO ' OOOO OOOO OOOO ' OOOO J OOOO lo 1
\oo Aoo A°° A°° A°° A°° A°° /
U
88
50
6<?
Figure 3.4
Arrange the numbers above from the least to the most.
Arrange the numbers above from the most to the least.
LO 1.3
LO 1.4.1
Table 3.5
• Complete.
The truck travels 5 km further
144
CHAPTER 3. TERM 3
• The car travels 10 km further
61-
73-
Figure 3.5
Figure 3.6
• The bus travels
further and
further.
Figure 3.7
LO 1.8.1
145
Table 3.6
• A game to play with a friend.
• Take turns to pick up 1 or 2 or 3 counters.
• Let your partner guess how many you have picked up.
• If he guesses correctly, you may make so many moves.
• If he guesses wrongly, you may move 4 spaces.
• Follow the arrows; move up, move down.
• Answer the sum on the square where you land.
• A correct answer - stay here. A wrong answer - move one square back.
• The winner is the one to complete the track first.
Figure 3.8
LO 1.9.1
Table 3.7
3.1.8 Assessment
Learning Outcome 2. -The learner will be able to recognise, describe and represent numbers and their rela-
tionships, and to count, estimate, calculate and check with competence and confidence in solving problems.
Assessment Standard 1.2: We know this when the learner counts forwards and backwards in:
1.2.1 ones from any number between and 200;
1.2.2 tens from any multiple of 10 between and 200;
1.2.4 twos from any multiple of 2 between and 200;
Assessment Standard 1.3: We know this when the learner knows and reads number symbols from 1
to at least 200 and writes number names from 1 to at least 100;
Assessment Standard 1.4: We know this when the learner orders, describes and compares the following
numbers:
146 CHAPTER 3. TERM 3
1.4.1 whole numbers to at least 2-digit numbers;
Assessment Standard 1.8: We know this when the learner can perform calculations, using appropriate
symbols, to solve problems involving;
1.8.1 addition and subtraction of whole numbers with at least 2 digits;
1.8.3 estimation;
Assessment Standard 1.9: We know this when the learner performs mental calculations involving:
1.9.1 addition and subtraction for numbers to at least 20;
Learning Outcome 2:The learner will be able to recognise, describe and represent patterns and rela-
tionships, as well as to solve problems using algebraic language and skills.
Assessment Standard 2.2: We know this when the learner copies and extends simple number sequences
to at least 200.
Learning Outcome 5:The learner will be able to collect, summarise, display and critically analyse data
in order to draw conclusions and make predictions, and to interpret and determine chance variation.
Assessment Standard 5.5: We know this when the learner describes own or a peer's collection of
objects, explains how it was sorted, and answers questions about it.
3.2 Doubling 2
3.2.1 MATHEMATICS
3.2.2 Mathematics in the world around us
3.2.3 EDUCATOR SECTION
3.2.4 Memorandum
3.2.5 Critical and developmental outcomes:
The learners must be able to:
1. identify and solve problems and make decisions using critical and creative thinking;
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;
6. demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation;
7. reflect on and explore a variety of strategies to learn more effectively;
8. participate as responsible citizens in the life of local, national, and global communities;
9. be culturally and aesthetically sensitive across a range of social contexts;
10. explore education and career opportunities; and
develop entrepreneurial opportunities.
• Integration of Themes:
• A healthy environment: Many vehicles use our roads and these are a source of pollution. Discuss.
Safety on the roads is essential. Learners must obey road rules and safety measures taken by the
school and road authorities. Discuss how learners can be safe while walking / travelling to and from
school.
• Plants and flowers make our environment pretty and attractive. Learners must know these should be
protected and not destroyed.
2 This content is available online at <http://cnx.Org/content/m32508/l.l/>.
147
• Inclusively: Man, animals and plants all rely on one another to survive. Discuss this statement and
give examples.
• Vehicles are essentially part of the learner's experience and through these activities of counting to 150,
a graph determining distances and vehicles, and the extension of bonds of 16, are used.
• Up to 50 objects are estimated, grouped and counted.
• The multiplication tables of 2 is introduced and addition and subtraction of 6, 7, 8 and 9 included.
• Shapes are identified and sorted by colouring
3.2.6 LEANER SECTION
3.2.7 Content
3.2.7.1 ACTIVITY: Doubling [LO 1.9.2, LO 1.10.2]
• Complete:
2 wheels on I motorbike.
# 2 + = 2 2x1 = 2 (Say: Two taken one time)
U wheels on 2 motorbikes.
t 2 + 1- L 2 x 2 = i fSay: Two taken twice)
.... , wheels on 3 motorbikes.
2 + 2 + 2-6 2x3-6 (Say: Two taken three times)
, wheels on i motorbikes.
~ o - n r, i (Sau: Two taken
2 + 2 + 2 + 2 = 2x£ = „... 3
Tour times)
wheels on 5 motorbikes.
• | • • „-..„ , c (Sau, Two taken
2 + 2 + 2 + 2 + 2- 2x5 = J
_J || rive times)
Figure 3.9
Complete:
148
CHAPTER 3. TERM 3
2+0 = so. 2x1 ■
2 + 2- so, 2x2;
2 + 2 + 2= so, 2x3 =
2 + 2 + 2 + 2= so. IxL-
2 + 2 + 2 + 2 + 2- so, 2x5'
Figure 3.10
LO 1.9.2
Table 3.8
• Complete:
149
wheels on 6 motorbikes.
2+2+2+2+2+2=
•
2X6-
(Two taken six times)
wheels on 7 motorbikes.
2+2+2+2+2+2+2=
2X7=
(Two taken seven times)
wheels on 8 motorbikes.
2 + 2 + 2 + 2 + 2 + 2 + 2 + 2-...
2X5=
(Two taken eight times)
wheels on 1 motorbikes.
2+2+2+2+2+2+2+2+2=.
2X1=
(Two taken nine times)
wheels on 10 motorbikes.
2+2+2+2+2+2+2+2+2+2=
2X10=
(Two taken ten times)
Figure 3.11
Complete:
LO 1.9.2
Table 3.9
2 + 2 + 2 + 2 + 2 + 2= so, 2x6 =
2 + 2 + 2 + 2 + 2 + 2 + 2= so, 2x7 =
2 + 2 + 2 + 2 + 2 + 2 + 2 + 2= so, 2 x S =
2 + 2 + 2 + 2 + 2 + 2 + 2 + 2 + 2= so, 2 x <? ■
2 + 2 + 2 + 2 + 2 + 2 + 2 + 2 + 2 + 2= so, 2x10 =
Figure 3.12
150
CHAPTER 3. TERM 3
• Match the correct riders to the correct motorbikes.
2X6-.
2X8 = .
Figure 3.13
Look and learn.
LO 1.9.2
Table 3.10
One taken twice is the some as one doubled.
1x2 = 2 11 + 1 = 2)
Two taken twice is the same as two doubled.
2x2 = i (2 + 2-4.)
Figure 3.14
• So
151
3 + 3 = and
£.+ U— an d
5+ 5 = and
6 + 6 = and
7 + 7 = and
8 + 8 = and
9 + S = and
10 + 10= and
3x2.
5x2;
6x2 =
7x2 =
8x2:
<?x2 =
10x2 =
• Double:
Figure 3.15
6:
10,
Figure 3.16
Look and learn.
LO 1.9.2
LO 1.10.2
Table 3.11
• • •
• • •
2x1 = 2 can also be written as
1x2 = 2 (One taken twice)
2x3 = 6 can also be written as
3x2 = 6 (Three taken twice)
Figure 3.17
152
• Draw:
CHAPTER 3. TERM 3
Two taken four tin
2xL--
Four taken twice.
i
' ■ '!'!'!
L*2
Two taken five times.
2x5 =
Five taken twice.
5x2 =
Figure 3.18
So
2x6= 6x2;
2x7= 7x2<
2xS= 5x2 .
2x c l= «?x2 =
Figure 3.19
LO 1.9.2
Table 3.12
3.2,8 Assesment
Learning Outcome 2. 'The learner will be able to recognise, describe and represent numbers and their rela-
tionships, and to count, estimate, calculate and check with competence and confidence in solving problems.
Assessment Standard 1.9: We know this when the learner performs mental calculations involving:
1.9.1 addition and subtraction for numbers to at least 20;
Assessment Standard 1.10: We know this when the learner uses the following techniques:
1.10.2 doubling and halving.
153
3.3 All about 16 3
3.3.1 MATHEMATICS
3.3.2 Mathematics in the world around us
3.3.3 EDUCATOR SECTION
3.3.4 Memorandum
3.3.5 Critical and developmental outcomes:
The learners must be able to:
1. identify and solve problems and make decisions using critical and creative thinking;
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;
6. demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation;
7. reflect on and explore a variety of strategies to learn more effectively;
8. participate as responsible citizens in the life of local, national, and global communities;
9. be culturally and aesthetically sensitive across a range of social contexts;
10. explore education and career opportunities; and
develop entrepreneurial opportunities.
• Integration of Themes:
• A healthy environment: Many vehicles use our roads and these are a source of pollution. Discuss.
Safety on the roads is essential. Learners must obey road rules and safety measures taken by the
school and road authorities. Discuss how learners can be safe while walking / travelling to and from
school.
• Plants and flowers make our environment pretty and attractive. Learners must know these should be
protected and not destroyed.
• Inclusively: Man, animals and plants all rely on one another to survive. Discuss this statement and
give examples.
• Vehicles are essentially part of the learner's experience and through these activities of counting to 150,
a graph determining distances and vehicles, and the extension of bonds of 16, are used.
• Up to 50 objects are estimated, grouped and counted.
• The multiplication tables of 2 is introduced and addition and subtraction of 6, 7, 8 and 9 included.
• Shapes are identified and sorted by colouring
3.3.6 LEANER SECTION
3.3.7 Content
3.3.7.1 ACTIVITY: All about sixteen [LO 1.4.1, LO 1.9.1, LO 2.2]
• Each truck can carry sixteen boxes.
3 This content is available online at <http://cnx.Org/content/m32503/l.l/>.
154
CHAPTER 3. TERM 3
Complete the number facts of sixteen.
M@--
Complete
16-1 - 16-15-
16-2= 16-14-
16-3= 16-13 =
16-4- 16-12 =
13 +
3+...
=16
-16
X 1 X
X
X X
x
X
X
X X
X
X | K
X
X
X
Figure 3.20
LO 1.9.1
Table 3.13
Colour in the parts and flags that have an answer of 16.
155
a r^P
p^
Figure 3.21
LO 1.9.1
Table 3.14
• Write each number sentence in different ways like this
156
CHAPTER 3. TERM 3
15 + 1 =16
\L+ 2 =
13+3 =
12+ £.-
II + 5=
10+6=
9+7=
8 + 8 =
7 + 1=
6 + 10-....
5 + 11=
4 + 12=
3+13=
1 + 15 = 16 16-1 = 15 16-15 = 1
2
Figure 3.22
LO 1.9.1
Table 3.15
• Join the dots in the correct order.
• Colour in.
157
135
134. — »B6
133'- ''137
32-
•i3s
131 -
• I3S
s.,3-
128.
2/.
-—to
150
in/ \
i.'. i
26-
121 H")
122 • n«.
. 123 Vh
124. / i . It*
.142
•U
•14.5
Figure 3.23
LO 1.4.1
Table 3.16
• Complete the number sequences.
158
CHAPTER 3. TERM 3
% % <?8
Figure 3.24
Fill in the missing numbers:
I 6, 20, ..
SL 56,
%, 93, .
101,103,.
Figure 3.25
LO 2.2
Table 3.17
3.3.8 Assessment
Learning Outcome 2. 'The learner will be able to recognise, describe and represent numbers and their rela-
tionships, and to count, estimate, calculate and check with competence and confidence in solving problems.
Assessment Standard 1.4: We know this when the learner orders, describes and compares the following
numbers:
1.4.1 whole numbers to at least 2-digit numbers;
Assessment Standard 1.9: We know this when the learner performs mental calculations involving:
159
1.9.1 addition and subtraction for numbers to at least 20;
Learning Outcome 2:The learner will be able to recognise, describe and represent patterns and rela-
tionships, as well as to solve problems using algebraic language and skills.
Assessment Standard 2.2: We know this when the learner copies and extends simple number sequences
to at least 200.
3.4 All about 10 4
3.4.1 MATHEMATICS
3.4.2 Mathematics in the world around us
3.4.3 EDUCATOR SECTION
3.4.4 Memorandum
3.4.5 Critical and developmental outcomes:
The learners must be able to:
1. identify and solve problems and make decisions using critical and creative thinking;
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;
6. demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation;
7. reflect on and explore a variety of strategies to learn more effectively;
8. participate as responsible citizens in the life of local, national, and global communities;
9. be culturally and aesthetically sensitive across a range of social contexts;
10. explore education and career opportunities; and
develop entrepreneurial opportunities.
• Integration of Themes:
• A healthy environment: Many vehicles use our roads and these are a source of pollution. Discuss.
Safety on the roads is essential. Learners must obey road rules and safety measures taken by the
school and road authorities. Discuss how learners can be safe while walking / travelling to and from
school.
• Plants and flowers make our environment pretty and attractive. Learners must know these should be
protected and not destroyed.
• Inclusively: Man, animals and plants all rely on one another to survive. Discuss this statement and
give examples.
• Vehicles are essentially part of the learner's experience and through these activities of counting to 150,
a graph determining distances and vehicles, and the extension of bonds of 16, are used.
• Up to 50 objects are estimated, grouped and counted.
• The multiplication tables of 2 is introduced and addition and subtraction of 6, 7, 8 and 9 included.
• Shapes are identified and sorted by colouring
4 This content is available online at <http://cnx.Org/content/m32504/l.l/>.
160
CHAPTER 3. TERM 3
3.4.6 LEANER SECTION
3.4.7 Content
3.4.7.1 ACTIVITY: All about ten [LO 1.3, LO 1.8.1, LO 1.9.1]
• Sort the numbers and encircle those that add up to 10.
10
1 l 6
2
VI \ 5
2 ) 6
3
7 L
Figure 3.26
• Write the numbers in the circles above as number sentences, e.,
eg. 5 + 3 + 1 + 1 = 10
LO 1.9.1
Table 3.18
• Join the numbers to add up to 10.
• Join another number to make 11, e.g. 6 4 1
• You may use the numbers more than once.
161
I
6 "'■■■-., 2 10 2
7 / 5
2 * 5
6 8 I ° 2
S 3 5
• Write the number sentences.
+ 2 + 1 = 11
3 I «j g
Figure 3.27
LO 1.9.1
Table 3.19
• 10, 20, 30, 40, 50, 60, 70, 80, 90, 100 are all multiples of 10.
162 CHAPTER 3. TERM 3
® Do these addition sums. Complete to the nearest
multiple of 10 first, e.g. 3£ + S
3£ + 6— »-£0 + 3 — » 43
&».3£+<i-a
9 Now try these.
16 + 8
16 + _„ 20+ _ ^
16 + 8 =
2S + 7
29 +
2S + 7 =
35 + S
35 +
35 + 5 =
£7 + 7
£7 +
£7 + 7 =
Figure 3.28
• Kan jy aan 'n ander manier dink om 47+7 uit te werk? Wys hoe jy dit doen.
LO 1.8.1
Table 3.20
• Read the story sums.
• Work out the answers.
1. Dad travelled 10 km to work on Monday. On Tuesday he went to work again and then travelled 6 more
kilometres to the shop. Altogether he travelled:
10 + 10 + 6 =
2. Dad does not work weekends. How far does he travel to work during the week from Monday to Friday?
+ + + + =
3. During the weekend, Dad travelled 100 km. How much further did he travel during the weekend than
during the week? =
4. Dad takes 12 minutes to travel to work. The bus takes twice as long. How long does the bus
take? =
163
• Complete the columns.
LO 1.8.1
Table 3.21
30 + 6
36
thirty six
28
40 + 9
63
eighty one
44
70 + 7
twenty three
89
50 + 5
40
ninety nine
Table 3.22
LO 1.3
LO 1.8.1
Table 3.23
3.4,8 Assessment
Learning Outcome 2. 'The learner will be able to recognise, describe and represent numbers and their rela-
tionships, and to count, estimate, calculate and check with competence and confidence in solving problems.
Assessment Standard 1.3: We know this when the learner knows and reads number symbols from 1
to at least 200 and writes number names from 1 to at least 100;
Assessment Standard 1.8: We know this when the learner can perform calculations, using appropriate
symbols, to solve problems involving;
1.8.1 addition and subtraction of whole numbers with at least 2 digits;
Assessment Standard 1.9: We know this when the learner performs mental calculations involving:
1.9.1 addition and subtraction for numbers to at least 20.
164 CHAPTER 3. TERM 3
3.5 All about 13 5
3.5.1 MATHEMATICS
3.5.2 Mathematics in the world around us
3.5.3 EDUCATOR SECTION
3.5.4 Memorandum
3.5.5 Critical and developmental outcomes:
The learners must be able to:
1. identify and solve problems and make decisions using critical and creative thinking;
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;
6. demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation;
7. reflect on and explore a variety of strategies to learn more effectively;
8. participate as responsible citizens in the life of local, national, and global communities;
9. be culturally and aesthetically sensitive across a range of social contexts;
10. explore education and career opportunities; and
develop entrepreneurial opportunities.
• Integration of Themes:
• A healthy environment: Many vehicles use our roads and these are a source of pollution. Discuss.
Safety on the roads is essential. Learners must obey road rules and safety measures taken by the
school and road authorities. Discuss how learners can be safe while walking / travelling to and from
school.
• Plants and flowers make our environment pretty and attractive. Learners must know these should be
protected and not destroyed.
• Inclusively: Man, animals and plants all rely on one another to survive. Discuss this statement and
give examples.
• Vehicles are essentially part of the learner's experience and through these activities of counting to 150,
a graph determining distances and vehicles, and the extension of bonds of 16, are used.
• Up to 50 objects are estimated, grouped and counted.
• The multiplication tables of 2 is introduced and addition and subtraction of 6, 7, 8 and 9 included.
• Shapes are identified and sorted by colouring
3.5.6 LEANER SECTION
3.5.7 Content
3.5.7.1 ACTIVITY: All about thirteen [LO 1.9.1, LO 5.4, LO 5.5]
• Draw and colour in enough diamonds in each star to make 13.
5 This content is available online at <http://cnx.Org/content/m32505/l.l/>.
165
• Complete the number sentences.
Figure 3.29
LO 1.9.1
Table 3.24
166
CHAPTER 3. TERM 3
Figure 3.30
LO 1.9.1
Table 3.25
167
9 I counted these
vehicles at the airport. ^ ars - ,
' lorries = L
9 Complete the graph.
cars = li
motorbikes = 3
buses = 2
lorries = L
Icombi's = 5
vans = 7
t,rucks = 6
taxi's = 3
land rovers = 1
My graph of vehicles at the airport
<&n<
^pfe#>
Js#
'.';%
B
I |»
^
cars , lorries
trucks motorbikes kombi's taxi's
buses
vans
land rovers
Figure 3.31
LO 5.4
Table 3.26
• Look at your graph
• Answer these questions.
How many cars were there? cars.
2. How many land rovers were there? land rovers.
3. Were there more or less cars than land rovers?
There were cars than land rovers.
4. The were the least.
5. There were more trucks than lorries.
6. There were less taxi's than cars.
7. There were trucks and lorries altogether.
8. There were less buses than vans.
9. How many motorbikes, kombi's and taxi's were there altogether?
LO 5.5
Table 3.27
3.5.8 Assessment
Learning Outcome 2. 'The learner will be able to recognise, describe and represent numbers and their rela-
tionships, and to count, estimate, calculate and check with competence and confidence in solving problems.
168 CHAPTER 3. TERM 3
Assessment Standard 1.9: We know this when the learner performs mental calculations involving:
1.9.1 addition and subtraction for numbers to at least 20;
Learning Outcome 5:The learner will be able to collect, summarise, display and critically analyse data
in order to draw conclusions and make predictions, and to interpret and determine chance variation.
Assessment Standard 5.4: We know this when the learner draws pictures and constructs pictographs
that have a 1-1 correspondence between own data and representations;
Assessment Standard 5.5: We know this when the learner describes own or a peer's collection of
objects, explains how it was sorted, and answers questions about it.
3.6 Shapes 6
3.6.1 MATHEMATICS
3.6.2 Mathematics in the world around us
3.6.3 EDUCATOR SECTION
3.6.4 Memorandum
3.6.5 Critical and developmental outcomes:
The learners must be able to:
1. identify and solve problems and make decisions using critical and creative thinking;
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;
6. demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation;
7. reflect on and explore a variety of strategies to learn more effectively;
8. participate as responsible citizens in the life of local, national, and global communities;
9. be culturally and aesthetically sensitive across a range of social contexts;
10. explore education and career opportunities; and
develop entrepreneurial opportunities.
• Integration of Themes:
• A healthy environment: Many vehicles use our roads and these are a source of pollution. Discuss.
Safety on the roads is essential. Learners must obey road rules and safety measures taken by the
school and road authorities. Discuss how learners can be safe while walking / travelling to and from
school.
• Plants and flowers make our environment pretty and attractive. Learners must know these should be
protected and not destroyed.
• Inclusively: Man, animals and plants all rely on one another to survive. Discuss this statement and
give examples.
•
•
Vehicles are essentially part of the learner's experience and through these activities of counting to 150,
a graph determining distances and vehicles, and the extension of bonds of 16, are used.
Up to 50 objects are estimated, grouped and counted.
• The multiplication tables of 2 is introduced and addition and subtraction of 6, 7, 8 and 9 included.
6 This content is available online at <http://cnx.Org/content/m32506/l.l/>.
169
• Shapes are identified and sorted by colouring
3.6.6 LEANER SECTION
3.6.7 Content
3.6.7.1 ACTIVITY: Shapes [LO 1.9.1, LO 1.9.2, LO 1.10.2, LO 3.1, LO 3.5]
• Find the shapes that are the same in each triangle.
• Colour the triangles that are the same, in the same colour.
• Colour the squares that are the same, in the same colour.
Figure 3.32
LO 3.1
LO 3.5
Table 3.28
• Join each number sentence to a flower that has the right answer.
• Colour the flower.
170
CHAPTER 3. TERM 3
Figure 3.33
LO 1.9.1
Table 3.29
• Count the shapes in each picture.
Figure 3.34
171
circles =
triangles =_
squares =
rectangles =_
ovals =
Figure 3.35
circles =
triangles =_
squares =
rectangles =_
ovals =
LO 3.1
Table 3.30
• Use these shapes to draw some animals.
• Use as many as you need.
Give each animal a name.
□
o
Figure 3.36
LO 3.1
LO 3.5
172
CHAPTER 3. TERM 3
Table 3.31
• Complete.
• The table of two.
X
6
2
L 8
3 <?
■
••
12
,,. ,-■, ,..,
Double these numbers.
1
6
2
L
8 3
9
5
2
Double these numbers.
7
10
30 | 40
20
tl 50
<?
T
T
i
® Complete.
6x2=
<?x2=
7x2= 2x5;
2x8= 10x2 =
Figure 3.37
LO 1.9.2
LO 1.10.2
Table 3.32
3.6.8 Assessment
Learning Outcome 2. 'The learner will be able to recognise, describe and represent numbers and their rela-
tionships, and to count, estimate, calculate and check with competence and confidence in solving problems.
Assessment Standard 1.9: We know this when the learner performs mental calculations involving:
1.9.1 addition and subtraction for numbers to at least 20.
1.9.2 multiplication of whole numbers with solutions to at least 20.
Assessment Standard 1.10: We know this when the learner uses the following techniques:
1.10.2 doubling and halving;
173
Learning Outcome 3:The learner will be able to describe and represent characteristics and relationships
between two-dimensional shapes and three-dimensional objects in a variety of orientations and positions.
Assessment Standard 3.1: We know this when the learner recognises, identifies and names two-
dimensional shapes and three-dimensional objects in the school environment and in pictures;
Assessment Standard 3.5: We know this when the learner recognises three-dimensional objects from
different positions.
3.7 Fractions with squares 7
3.7.1 MATHEMATICS
3.7.2 Mathematics in the world around us
3.7.3 EDUCATOR SECTION
3.7.4 Memorandum
3.7.5 Critical and developmental outcomes:
The learners must be able to:
1. identify and solve problems and make decisions using critical and creative thinking;
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;
6. demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation;
7. reflect on and explore a variety of strategies to learn more effectively;
8. participate as responsible citizens in the life of local, national, and global communities;
9. be culturally and aesthetically sensitive across a range of social contexts;
10. explore education and career opportunities; and
develop entrepreneurial opportunities.
Integration of Themes:
• Inclusively and Human rights: Everyone in a class deserves to be challenged. Special creative
work should not be given to the bright learners only. Opportunities to extend, to experiment and to
discover should be present to everyone in the class. This will encourage learners to try new methods,
to learn from their peers and to take risks. Discuss in small groups whether we should be given work
to make us think.
• Practical experience with halves and quarters is given.
• Number concept is extended beyond 200 and counting patterns stressed.
• Learners are carefully guided to understand the rounding off of numbers to the nearest multiple.
• Bonds of 17, 18 and 20 are introduced.
• Number values and place values are taught with diagrams.
• The multiplication tables of 10 and 5 are set out.
• Learners can create their own patterns, and games for consolidating number facts are included.
• Using their imagination they can create animals, using shapes.
7 This content is available online at <http://cnx.Org/content/m32473/l.l/>.
174
CHAPTER 3. TERM 3
3.7.6 LEANER SECTION
3.7.7 Content
3.7.7.1 ACTIVITY: Fractions with squares [LO 1.7, LO 1.10, LO 4.1]
3.7.7.1.1 Fractions with squares
• Take a piece of paper.
• Make sure the sides are the same length.
• This shape is called a square.
one
square
Figure 3.38
• Fold the square in half. Open the square.
• Cut along the fold.
• There are 2 pieces that are the same size.
• One piece is called a half.
Two halves make 1 whole.
Figure 3.39
• Take another square.
• Fold it in half in a different way, e.g.
175
or,
Each
piece is ca
lied
halves
are one whole.
Figure 3.40
LO 1.7
Table 3.33
3.7.7.1.2 Fractions with triangles and rectangles
• Take a piece of paper shaped like a triangle.
• Fold and cut it in half.
• Mark each piece, "one half".
Figure 3.41
• Two halves make 1
• Do the same with a piece of paper shaped like a rectangle.
•hole
one
half
one
half
Figure 3.42
• Fold and cut a rectangle in different ways.
176
CHAPTER 3. TERM 3
.half
.half
.half
s half
Figure 3.43
• Two halves make 1
• Draw circles around the shapes that have 1 half coloured in.
BE
Figure 3.44
LO 1.7
Table 3.34
3.7.7.1.3 Fractions with circles
• Take a piece of paper shaped like a circle.
• Fold and cut it in half.
• Mark each piece; "one half."
. halves make one whole
Figure 3.45
• Colour the circles that have been cut in half. The halves must be the same size.
177
Figure 3.46
LO 1.7
• Complete these number lines.
Table 3.35
L
*■
2
5
10
■* —
20
21 22
27
33
-*-*■
Figure 3.47
Mark halfway between and 10 with an X.
o I 2 3 i
■ ■■■••■ >
Figure 3.48
178
CHAPTER 3. TERM 3
• Mark halfway between 10 and 20 with an X.
10 II 12
JO
Figure 3.49
Mark halfway between 20 and 30 with an X.
20 21 22
■ ■ •
30
■ •
Figure 3.50
LO 1.10
Table 3.36
3.7.7.1.4 Rounding off numbers
• Look!
The truck has travelled past the halfway mark X as far as 8.
01 2 3 i 5 6 7 ? 9 10
Figure 3.51
• The car has not yet reached the halfway mark X at 5.
• To round off the distance that the truck travelled to the nearest multiple of 10, we can say 8 can be
rounded off to 10.
It is nearer to 10 than to 0.
In the same way numbers 5, 6, 7 and 9 can be rounded off to the nearest multiple of 10, which is 10.
But numbers 4, 3, 2, 1 cannot be rounded off to 10 because they are less than halfway to the next multiple
of 10.
They are nearer to than to 10.
179
• To round off these numbers;
14 becomes 1
16 becomes 20
18 becomes
11 becomes
12 becomes
15 becomes
17 becomes
19 becomes
7 becomes
6 becomes
8 becomes
9 becomes
LO 1.7
Table 3.37
• My alarm clock rang at half past six.
• The long hand was on the six and the short hand halfway between the six and the seven.
half past six six o'clock
Figure 3.52
The long hand had travelled halfway around the clock, from 12 to 6.
180
CHAPTER 3. TERM 3
Complete the times on these clocks.
Figure 3.53
LO 4.1
3.7.7.1.5 Fractions with shapes
• Take a square piece of paper.
• Fold it in half.
• Fold it in half again.
Table 3.38
Figure 3.54
• Open the paper and cut along the folds.
• How many pieces are there?
pieces.
181
• Each part is called "one quarter," which means one of 4 parts.
one
whole
one
quarter
one
quarter
Figure 3.55
Colour in one quarter.
Figure 3.56
• How many quarters will be equal to one half?
• Colour in the quarters to show one half.
Figure 3.57
quarters make one half,
quarters make one whole.
• Look!
• Shapes that are divided into 4 equal parts have been divided into quarters.
Colour in one quarter in each of these shapes.
182
CHAPTER 3. TERM 3
Figure 3.58
Colour in 2 quarters.
Figure 3.59
• 2 quarters are equal to
• 4 quarters are equal to
LO 1.7
Table 3.39
3.7.8 Assessment
Learning Outcome 2. -The learner will be able to recognise, describe and represent numbers and their rela-
tionships, and to count, estimate, calculate and check with competence and confidence in solving problems.
Assessment Standard 1.7: We know this when the learner solves and explains solutions to practical
problems that involve equal sharing and grouping and that lead to solutions that also include unitary fractions
(eg- i);
Assessment Standard 1.10: We know this when the learner uses the following techniques:
1.10.1 building up and breaking down numbers;
1.10.2 doubling and halving;
1.10.3 using concrete apparatus (e.g. counters);
183
1.10.4 number- lines.
Learning Outcome 4:The learner will be able to use appropriate measuring units, instruments and
formulae in a variety of contexts.
Assessment Standard 4.1: We know this when the learner reads analogue and digital clock time in
hours and minutes.
3.8 All about tens and twenties 8
3.8.1 MATHEMATICS
3.8.2 Mathematics in the world around us
3.8.3 EDUCATOR SECTION
3.8.4 Memorandum
3.8.5 Critical and developmental outcomes:
The learners must be able to:
1. identify and solve problems and make decisions using critical and creative thinking;
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;
6. demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation;
7. reflect on and explore a variety of strategies to learn more effectively;
8. participate as responsible citizens in the life of local, national, and global communities;
9. be culturally and aesthetically sensitive across a range of social contexts;
10. explore education and career opportunities; and
develop entrepreneurial opportunities.
Integration of Themes:
• Inclusively and Human rights: Everyone in a class deserves to be challenged. Special creative
work should not be given to the bright learners only. Opportunities to extend, to experiment and to
discover should be present to everyone in the class. This will encourage learners to try new methods,
to learn from their peers and to take risks. Discuss in small groups whether we should be given work
to make us think.
• Practical experience with halves and quarters is given.
• Number concept is extended beyond 200 and counting patterns stressed.
• Learners are carefully guided to understand the rounding off of numbers to the nearest multiple.
• Bonds of 17, 18 and 20 are introduced.
• Number values and place values are taught with diagrams.
• The multiplication tables of 10 and 5 are set out.
• Learners can create their own patterns, and games for consolidating number facts are included.
• Using their imagination they can create animals, using shapes.
s This content is available online at <http://cnx.Org/content/m32475/l.l/>.
184
CHAPTER 3. TERM 3
3.8.6 LEANER SECTION
3.8.7 Content
3.8.7.1 ACTIVITY: All about tens and twenties [LO 1.9]
3.8.7.1.1 Make tens
• Add vertically.
• Find the answers by first making tens.
s
3
9
6
6
5
6
1
=1
8
3
1
2
\
3
1
3
2
6
L
9
5
9
7
8
8
V
7
3
k
8
5
6
9
5
2
5
9
8
Figure 3.60
• Write each number sentence like this
7 + 3 — 10+3 - •
Figure 3.61
LO 1.9
Table 3.40
3.8.7.1.2 Make twenties
• Add vertically.
• Find the answers by first making twenties.
185
s
16
15
R
6
1!
17
l£
7
12
[
L
5
L
2
<?
6
3
13
3
V
L
L
1
IS
6
3
6
3
5
Figure 3.62
• Write each number sentence like this
16 + i ^20+4-
Figure 3.63
LO 1.9
Table 3.41
3.8.8 Assessment
Learning Outcome 2. 'The learner will be able to recognise, describe and represent numbers and their rela-
tionships, and to count, estimate, calculate and check with competence and confidence in solving problems.
Assessment Standard 1.9: We know this when the learner performs mental calculations.
3.9 All about 17 9
3.9.1 MATHEMATICS
3.9.2 Mathematics in the world around us
3.9.3 EDUCATOR SECTION
3.9.4 Memorandum
3.9.5 Critical and developmental outcomes:
The learners must be able to:
1. identify and solve problems and make decisions using critical and creative thinking;
2. work effectively with others as members of a team, group, organisation and community;
9 This content is available online at <http://cnx.Org/content/m32476/l.l/>.
186 CHAPTER 3. TERM 3
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;
6. demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation;
7. reflect on and explore a variety of strategies to learn more effectively;
8. participate as responsible citizens in the life of local, national, and global communities;
9. be culturally and aesthetically sensitive across a range of social contexts;
10. explore education and career opportunities; and
develop entrepreneurial opportunities.
Integration of Themes:
• Inclusively and Human rights: Everyone in a class deserves to be challenged. Special creative
work should not be given to the bright learners only. Opportunities to extend, to experiment and to
discover should be present to everyone in the class. This will encourage learners to try new methods,
to learn from their peers and to take risks. Discuss in small groups whether we should be given work
to make us think.
• Practical experience with halves and quarters is given.
• Number concept is extended beyond 200 and counting patterns stressed.
• Learners are carefully guided to understand the rounding off of numbers to the nearest multiple.
• Bonds of 17, 18 and 20 are introduced.
• Number values and place values are taught with diagrams.
• The multiplication tables of 10 and 5 are set out.
• Learners can create their own patterns, and games for consolidating number facts are included.
• Using their imagination they can create animals, using shapes.
3.9.6 LEANER SECTION
3.9.7 Content
ACTIVITY: All about seventeen [LO 1.8, LO 1.9, LO 1.10]
3.9.7.1 All about seventeen
• First make a ten, then add seven, e.g.
J0^
f+1 + 7 = 17
So <? + 8 = 17
Figure 3.64
187
• Do the same with
10
z
+
•
+
7
=
17
so
g
+
•
=
17
7
+
•
+
7
=
17
so
7
+
•
=
17
6
+
•
+
7
=
17
so
6
+
•
=
17
5
+
•
+
7
=
17
so
5
+
•
=
17
L
+
•
+
7
=
17
so
L
+
•
=
17
3
+
•
+
7
=
17
so
3
+
•
=
17
2
+
•
+
7
=
17
so
2
+
•
=
17
1
+
•
+
7
=
17
so
1
+
•
=
17
Figure 3.65
LO 1.9
Table 3.42
• Complete the number sentences to discover the number facts of 17.
• Let this box help you.
Figure 3.66
188
CHAPTER 3. TERM 3
12 + -
= 17
\L+-
= 17
10 +-
= 17
16 + .
= 17
*!+■
= 17
15+-
= 17
7 + -
= 17
II + .
= 17
13 + «
= 17
Figure 3.67
• Write the number facts of 17 like this:
10+7=17 7 + 10 = 17
11 +6 = 17
12 +5=17
13 + L = 17
\L +3 = 17
15 +2 = 17
16 + I = 17
S + 8= 17
17 - |0 = 7 17-7 = 10
Figure 3.68
LO 1.10
Table 3.43
189
I 23i567gqiC
?!
3
4.1
51
61
n
si
^i
101
Figure 3.69
• Complete the number sentences.
• Find the answer on the grid. Draw a circle around the answer on the grid.
Join the dots that have circles. Begin at 5.
Colour in the picture.
1. 95 - 90 = 5
2.
20- 5 =
3.
30- 5 =
4.
40- 5 =
5.
50- 5 =
6.
60- 5 =
7.
66- 2 =
8.
66- 3 =
9.
64- 2 =
10
86- 3 =
11
80 + 4 =
12
8 1 + 4 =
13
76 + 1 =
14
80 + 7 =
15
87 + 1 =
16
66 + 3 =
17
66 + 2 =
18
60 + 7 =
19
62 + 4 =
20
63 + 2 =
LO 1.8
190
CHAPTER 3. TERM 3
Table 3.44
• A game to play with a friend.
• Take turns to say the answer to a number sentence on your side.
• Colour in the block if your answer is correct.
• The winner is the one who has coloured in all the blocks first.
Your side
Your friend's side
Figure 3.70
LO 1.8
Table 3.45
191
® © @®
Begin here
Figure 3.71
LO 1.8
Table 3.46
3.9.8 Assessment
Learning Outcome 2. 'The learner will be able to recognise, describe and represent numbers and their rela-
tionships, and to count, estimate, calculate and check with competence and confidence in solving problems.
Assessment Standard 1.8: We know this when the learner can perform calculations, using appropriate
symbols, to solve problems;
Assessment Standard 1.9: We know this when the learner performs mental calculations;
Assessment Standard 1.10: We know this when the learner uses the following techniques:
1.10.1 building up and breaking down numbers;
1.10.2 doubling and halving;
1.10.3 using concrete apparatus (e.g. counters);
1.10.4 number-lines.
192 CHAPTER 3. TERM 3
3.10 All about 18 10
3.10.1 MATHEMATICS
3.10.2 Mathematics in the world around us
3.10.3 EDUCATOR SECTION
3.10.4 Memorandum
3.10.5 Critical and developmental outcomes:
The learners must be able to:
1. identify and solve problems and make decisions using critical and creative thinking;
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;
6. demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation;
7. reflect on and explore a variety of strategies to learn more effectively;
8. participate as responsible citizens in the life of local, national, and global communities;
9. be culturally and aesthetically sensitive across a range of social contexts;
10. explore education and career opportunities; and
develop entrepreneurial opportunities.
Integration of Themes:
• Inclusively and Human rights: Everyone in a class deserves to be challenged. Special creative
work should not be given to the bright learners only. Opportunities to extend, to experiment and to
discover should be present to everyone in the class. This will encourage learners to try new methods,
to learn from their peers and to take risks. Discuss in small groups whether we should be given work
to make us think.
• Practical experience with halves and quarters is given.
• Number concept is extended beyond 200 and counting patterns stressed.
• Learners are carefully guided to understand the rounding off of numbers to the nearest multiple.
• Bonds of 17, 18 and 20 are introduced.
• Number values and place values are taught with diagrams.
• The multiplication tables of 10 and 5 are set out.
• Learners can create their own patterns, and games for consolidating number facts are included.
• Using their imagination they can create animals, using shapes.
3.10.6 LEANER SECTION
3.10.7 Content
ACTIVITY: All about eighteen [LO 1.4, LO 1.5, LO 1.9, LO 2.2]
• Add 1, 2, 3, or 4 to make 18.
°This content is available online at <http://cnx.Org/content/m32477/l.l/>.
193
17
= 18 16
=18
15
=18 \L
Figure 3.72
= 18
• Now write the number sentences of 18 the other way, e.g.
10 + 8 = 18
17 + = 18
16 + = 18
15 + = 18
\i + = 18
8 + 10 = 18
+ 17 = 18
+ 16 = IS
+ 15 = 18
+ \L = 18
Figure 3.73
Complete:
13 + 3
.... +
.. - 18 so 13 +
- 18
18
12 + 2 ....
+
- 18 so 12 +
LO 1.9
Table 3.<
47
Complete:
194
CHAPTER 3. TERM 3
Figure 3.74
LO 1.9
3.10.7.1 A game about eighteen
Table 3.48
• Load the truck and finish the journey.
• Follow the arrows to the different places.
195
• Complete:
18- 10 =
18 - 10 - 1 =
18 - 2 - 2 = _
18- 8 =
18 - 10 - 2 =
18 - 18 =
n
School
Shop
Factory
House
Station
6
S
i
7
10
Figure 3.75
LO 1.9
Table 3.49
196
CHAPTER 3. TERM 3
3.10.7.2 All about eighteen
Add some of these numbers to make 18.
Draw a circle around the numbers you used. e.g.
Write the number sentences. 10 + 3 + 5 = IS
Ii5ji
1
8
10
L
2
6
C
S
7
s
5
1
3
L
1
1
II
L
£
1
3
5
2
1
'S
L 1
3 7
6 £
S 6 2
£ 3 i
I 8
£ 2
3 L
8 7
C
2
9
10'
I 3
5 7
9 5
3 12 3
5 S 8
6 6 3
Figure 3.76
LO 1.9
Table 3.50
Revise and complete.
197
10
• •••
• ••• s
AA
2
• ••
• •• 6
• •••
• 1
• ••
• ••• 7
•
• • 3
• •
• •• 5
• •
• • L
•
• 2
II
10
1
7
5
S
2
S
12
10
2
7
<?
6
S
Figure 3.77
LO 1.9
Table 3.51
• Revise and complete.
198
CHAPTER 3. TERM 3
K^l
10
3
12
=1
II
8
6
HDH
10
5
12
\L
II
13
=1
^Ui^l
10
6
13
II
S
12
8
HEH
10
7
2
L
II
5
S
Ui^l
10
8
13
15
\L
12
II
Figure 3.78
LO 1.9
Table 3.52
Look! Read the numbers and their place values.
199
H
1
T
U
1 H
T 1 U
3
H
T
9
one hundred
thirty
nine
1 H
[ 1
T U
3 | S
one hundred and thirty nine
Figure 3.79
• Complete the place values of,
the 4 in 14
the 4 in 41
the 1 in 104
the 1 in 31
the linl6
the 7 in 74
the 7 in 57
the9in 19
the 9 in 91
LO 1.5
Table 3.53
• Arrange these series of numbers from the least to the most .
A. 50,
18,
105,
88.
B. 20L
26,
129.
22.
C. %,
19.
109, 99,
Figure 3.80
200
CHAPTER 3. TERM 3
Arrange these series of numbers from the most to the least.
A. 80,
IS. 108,
B. 204., 26, 129,
22.
C. %,
19, KM, 99,
Figure 3.81
LO 1.4
Table 3.54
• Complete the counting patterns on each wheel.
• Follow the arrows.
201
Figure 3.82
LO 2.2
Table 3.55
3.10.8 Assessment
Learning Outcome 2. -The learner will be able to recognise, describe and represent numbers and their rela-
tionships, and to count, estimate, calculate and check with competence and confidence in solving problems.
Assessment Standard 1.4: We know this when the learner orders, describes and compares numbers;
Assessment Standard 1.5: We know this when the learner recognises the place value of digits in whole
numbers to at least 2-digit numbers;
Assessment Standard 1.9: We know this when the learner performs mental calculations;
Learning Outcome 2:The learner will be able to recognise, describe and represent patterns and rela-
tionships, as well as to solve problems using algebraic language and skills.
Assessment Standard 2.2: We know this when the learner copies and extends simple number sequences
to at least 200.
202 CHAPTER 3. TERM 3
3.11 Work with squares and circles 11
3.11.1 MATHEMATICS
3.11.2 Mathematics in the world around us
3.11.3 EDUCATOR SECTION
3.11.4 Memorandum
3.11.5 Critical and developmental outcomes:
The learners must be able to:
1. identify and solve problems and make decisions using critical and creative thinking;
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;
6. demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation;
7. reflect on and explore a variety of strategies to learn more effectively;
8. participate as responsible citizens in the life of local, national, and global communities;
9. be culturally and aesthetically sensitive across a range of social contexts;
10. explore education and career opportunities; and
develop entrepreneurial opportunities.
Integration of Themes:
• Inclusively and Human rights: Everyone in a class deserves to be challenged. Special creative
work should not be given to the bright learners only. Opportunities to extend, to experiment and to
discover should be present to everyone in the class. This will encourage learners to try new methods,
to learn from their peers and to take risks. Discuss in small groups whether we should be given work
to make us think.
• Practical experience with halves and quarters is given.
• Number concept is extended beyond 200 and counting patterns stressed.
• Learners are carefully guided to understand the rounding off of numbers to the nearest multiple.
• Bonds of 17, 18 and 20 are introduced.
• Number values and place values are taught with diagrams.
• The multiplication tables of 10 and 5 are set out.
• Learners can create their own patterns, and games for consolidating number facts are included.
• Using their imagination they can create animals, using shapes.
3.11.6 LEANER SECTION
3.11.7 Content
ACTIVITY: Work with squares and circles[LO 1.2, LO 1.3, LO 1.9, LO 2.2]
• Add up all the numbers in the square to make the total in the circle.
• Complete the squares.
1 This content is available online at <http://cnx.Org/content/m32478/l.l/>.
203
Figure 3.83
LO 1.9
Table 3.56
• Add diagonally
• Each diagonal must have the same total.
Use different numbers.
204
CHAPTER 3. TERM 3
2
J
5
2
J
l
Totah
5
L
J
J
Total:
_6
6
Total: \i
m
Total: 15
Total: 16
J.
6
"_4
T- 5 -
_ 2_
3 ZL
li
li
6
5
15
rr j
15
16
5
"T[
t1 i
1 8
3 1
] 10
2
15
3
2
5
7
~TJ
11
6
7
Figure 3.84
LO 1.9
Table 3.57
• Complete the number sequence in each block.
205
i H3 l l in
Figure 3.85
® Begin at 2. Co
and colour in t
jnt in
lose b
2's
oc
<s.
©
Begin at 3. Count in 3's
and colour in those block:
1
2
3
El 5
1
2
3
L
*
© Begin at £. Counting's
and colour in those blocks
9 Discuss the different patterns in each block
© Begin at 5. Count in 5's
and colour in those blocks.
Figure 3.86
LO 1.2
LO 2.2
Table 3.58
• Complete the number block.
206
CHAPTER 3. TERM 3
101
102
180
Table 3.59
Count in ones from 101 to 180.
Count backwards from 180 to 101.
Count in tens from 110 to 180.
Count backwards in tens from 180 to 110.
Count in fives from 105 to 180.
Count backwards in fives from 180 to 105.
Count in twos from 102 to 180.
Count backwards in twos from 180 to 102.
• Complete:
38 thirty
27
49
LO 1.2
LO 1.3
LO 2.2
Table 3.60
3.11.8 Assessment
Learning Outcome 2. 'The learner will be able to recognise, describe and represent numbers and their rela-
tionships, and to count, estimate, calculate and check with competence and confidence in solving problems.
Assessment Standard 1.2: We know this when the learner counts forwards and backwards;
Assessment Standard 1.3: We know this when the learner knows and reads number symbols from 1
to at least 200 and writes number names from 1 to at least 100;
Assessment Standard 1.9: We know this when the learner performs mental calculations.
Learning Outcome 2:The learner will be able to recognise, describe and represent patterns and rela-
tionships, as well as to solve problems using algebraic language and skills.
Assessment Standard 2.2: We know this when the learner copies and extends simple number sequences
to at least 200.
207
3.12 Multiples of 5 and 10 12
3.12.1 MATHEMATICS
3.12.2 Mathematics in the world around us
3.12.3 EDUCATOR SECTION
3.12.4 Memorandum
3.12.5 Critical and developmental outcomes:
The learners must be able to:
1. identify and solve problems and make decisions using critical and creative thinking;
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;
6. demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation;
7. reflect on and explore a variety of strategies to learn more effectively;
8. participate as responsible citizens in the life of local, national, and global communities;
9. be culturally and aesthetically sensitive across a range of social contexts;
10. explore education and career opportunities; and
develop entrepreneurial opportunities.
Integration of Themes:
• Inclusively and Human rights: Everyone in a class deserves to be challenged. Special creative
work should not be given to the bright learners only. Opportunities to extend, to experiment and to
discover should be present to everyone in the class. This will encourage learners to try new methods,
to learn from their peers and to take risks. Discuss in small groups whether we should be given work
to make us think.
• Practical experience with halves and quarters is given.
• Number concept is extended beyond 200 and counting patterns stressed.
• Learners are carefully guided to understand the rounding off of numbers to the nearest multiple.
• Bonds of 17, 18 and 20 are introduced.
• Number values and place values are taught with diagrams.
• The multiplication tables of 10 and 5 are set out.
• Learners can create their own patterns, and games for consolidating number facts are included.
• Using their imagination they can create animals, using shapes.
3.12.6 LEANER SECTION
3.12.7 Content
ACTIVITY: Multiples of five and ten [LO 1.9, LO 2.3, LO 3.1]
2 This content is available online at <http://cnx.Org/content/m32485/l.l/>.
208
CHAPTER 3. TERM 3
3.12.7.1 Multiples often
• Complete:
10
J0^
j0_
j0_
10
10 x I = 10
10 x 2 =
10 x 3 =
10
\0_
10
10
j0_
10
10
10 10 x
10
10
Figure 3.87
• Complete:
10x6 =
10x8 =
10x10 =
10x0 =
10 x 7 =
10 x 5 =
10x9 =
6x10
8 x
Figure 3.88
LO 1.9
Table 3.61
Voltooi:
209
5
5x 1
= 5
5
5
5 x
2 = 10
5
5
5
5x^ =
5
5
5
5
5 x
_
5
5
5
5
5
5
5
5
H
t
Figure
3.89
Voltooi.
5x2 = .
5x5 =
5 x 10 =
5x3 =
5 x L =
5x6 =
5x8 =
5x7 = .
Figure 3.90
LO 1.9
Table 3.62
• Use shapes to design a pattern to decorate each of these frames.
• Draw a "photo" of a vehicle in each frame.
Colour in your shapes.
210
CHAPTER 3. TERM 3
Figure 3.91
LO 2.3
LO 3.1
Table 3.63
• Use different shapes like circles, triangles, squares, rectangles, ovals, diamonds, etc., of different sizes
to draw vehicles like cars, trucks, lorries, motorbikes, vans, planes, etc.
• Discuss the vehicles you have drawn and the shapes you have used with a friend.
• Colour in your pictures.
LO 3.1
Table 3.64
3.12.8 Assessment
Learning Outcome 2. 'The learner will be able to recognise, describe and represent numbers and their rela-
tionships, and to count, estimate, calculate and check with competence and confidence in solving problems.
Assessment Standard 1.9: We know this when the learner performs mental calculations.
Learning Outcome 2:The learner will be able to recognise, describe and represent patterns and rela-
tionships, as well as to solve problems using algebraic language and skills.
Assessment Standard 2.3: We know this when the learner creates own patterns.
211
Learning Outcome 3:The learner will be able to describe and represent characteristics and relationships
between two-dimensional shapes and three-dimensional objects in a variety of orientations and positions.
Assessment Standard 3.1: We know this when the learner recognises, identifies and names two-
dimensional shapes and three-dimensional objects in the school environment and in pictures.
212 CHAPTER 3. TERM 3
Chapter 4
Term 4
4.1 Addition, minus, multiplication and doubling 1
4.1.1 MATHEMATICS
4.1.2 Mathematics in the world around us
4.1.3 EDUCATOR SECTION
4.1.4 Memorandum
4.1.5 Critical and developmental outcomes:
The learners must be able to:
1. identify and solve problems and make decisions using critical and creative thinking;
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;
6. demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation;
7. reflect on and explore a variety of strategies to learn more effectively;
8. participate as responsible citizens in the life of local, national, and global communities;
9. be culturally and aesthetically sensitive across a range of social contexts;
10. explore education and career opportunities; and
develop entrepreneurial opportunities.
Integration of Themes:
• Inclusively: We can all learn from one another. Each person's culture can stimulate and enrich
another's. Show how this can be done.
• Human rights: Learners must respect the differences amongst themselves. Decide how they are
different, yet as worthy as their fellow classmates.
• A healthy environment: Flowers enhance our environment. Nature them. Healthy foods give us
healthy bodies. Discuss healthy, nourishing foods and list them. Do a survey to find out whether your
classmates eat healthy foods.
lr This content is available online at <http://cnx.Org/content/m32483/l.l/>.
213
214
CHAPTER 4. TERM 4
Number concept and counting to and beyond 200 are practised.
Even and uneven numbers, rounding off numbers and place values are revised.
The table of 4 and 3 and sharing activities are included in this module.
Addition with renaming is practised.
Doubling with renaming.
Bonds of 19.
The following activities have also been included: mass, capacity, fractions and distance.
Learners are introduced to the objects: pyramids, prisms and cylinders.
The faces of these 3-D shapes are discussed and compared.
4.1.6 LEANER SECTION
4.1.7 Content
4.1.7.1 ACTIVITY: Addition, minus, multiplication and doubling [LO 1.2, LO 1.7, LO 1.8, LO
1.9, LO 2.3, LO 2.4, LO 2.5]
• Look at and discuss the patterns on the clay pot.
• Name the different shapes you can see.
Design your own patterns on the jar.
Figure 4.1
LO 2.3
LO 2.4
LO 2.5
Table 4.1
215
• Complete. How many flowers in the vases?
Figure 4.2
LO 1.8
Table 4.2
Complete. How many sweets left on the plates?
216
CHAPTER 4. TERM 4
Figure 4.3
LO 1.8
Table 4.3
• Share out these biscuits amongst 10 children.
217
Figure 4.4
Each child will get
• Share out these cards amongst 10 girls.
biscuits.
Figure 4.5
Each girl will get
• Share out these buttons for 5 shirts.
cards.
218
CHAPTER 4. TERM 4
Each shirt can have
• Share out these flowers for 5 vases.
buttons.
Figure 4.7
Each vase will have
• Share out these pancakes amongst 5 children.
flowers.
Figure 4.8
Each child will get pancakes.
LO 1.7
219
Table 4.4
• Count in 2's to 20.
2 4 2f)
^7 ^7 7 7 7 7 7 7 7 ^ U -
Count:
six two's, so 2 x 6 =
four two's, so 2 x4 =
nine two's, so 2 x 9 =
seven two's, so 2 x =
three two's, so x =
five two's, so x =
ten two's, so x =
eight two's, so x =
LO 1.2
LO 1.9
Table 4.5
• Count in 4's to 40.
4 8 40
^7 ^7 7 7 7 7 7 7 7 ^^ *
Tel : Count: six fours, so 4x6 =
four fours, so 4 x 4 =
nine fours, so 4x9 =
seven fours, so 4 x =
three fours, so x =
five fours, so x =
ten fours, so x =
eight fours, so x =
LO 1.2
LO 1.9
Table 4.6
See who can finish first.
5x5=
4 x 10 = _
7x 5 = _.
9 x 10 = _
8x 5 = _.
3 x 10 = _
2x 5 = _
1 x 10 = _
10 x 5 = _
x 10 = _
Ox 5 = _.
10 x 10 =
220
CHAPTER 4. TERM 4
1x5 =
2x 10
3x5 =
8x 10
9x5 =
7x 10
4x5 =
5x 10
(Name) won
LO 1.9
Table 4.7
• See who can finish first.
5x2=
4x4 = ~
7x2 =
9x4 =
8x2 =
3x4 =
2x2 =
1x4 =
10 x 2 =
0x4 =
0x2 =
10x4 =
1x2 =
2x4 =
3x2 =
8x4 =
9x2 =
7x4 = ~
4x2 =
5x4 =
• Count backwards from 40 in 4's.
40, 36, , , , , , , , , 0.
• Count backwards from 20 in 2's.
20, 18, , , , , , , , , 0.
LO 1.2
LO 1.9
Table 4.8
221
4,1,8 Assessment
Learning Outcome 2. 'The learner will be able to recognise, describe and represent numbers and their rela-
tionships, and to count, estimate, calculate and check with competence and confidence in solving problems.
Assessment Standard 1.2: We know this when the learner counts forwards and backwards;
Assessment Standard 1.7: We know this when the learner solves and explains solutions to practical
problems that involve equal sharing and grouping and that lead to solutions that also include unitary fractions
(eg- 1);
Assessment Standard 1.8: We know this when the learner can perform calculations, using appropriate
symbols, to solve problems;
Assessment Standard 1.9: We know this when the learner performs mental calculations;
Learning Outcome 2:The learner will be able to recognise, describe and represent patterns and rela-
tionships, as well as to solve problems using algebraic language and skills.
Assessment Standard 2.3: We know this when the learner creates own patterns;
Assessment Standard 2.4: We know this when the learner describes observed patterns;
Assessment Standard 2.5: We know this when the learner identifies, describes and copies geometric
patterns in natural and cultural artefacts of different cultures and times.
4.2 Place value and number sentences 2
4.2.1 MATHEMATICS
4.2.2 Mathematics in the world around us
4.2.3 EDUCATOR SECTION
4.2.4 Memorandum
4.2.5 Critical and developmental outcomes:
The learners must be able to:
1. identify and solve problems and make decisions using critical and creative thinking;
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;
6. demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation;
7. reflect on and explore a variety of strategies to learn more effectively;
8. participate as responsible citizens in the life of local, national, and global communities;
9. be culturally and aesthetically sensitive across a range of social contexts;
10. explore education and career opportunities; and
develop entrepreneurial opportunities.
Integration of Themes:
• Inclusively: We can all learn from one another. Each person's culture can stimulate and enrich
another's. Show how this can be done.
• Human rights: Learners must respect the differences amongst themselves. Decide how they are
different, yet as worthy as their fellow classmates.
2 This content is available online at <http://cnx.Org/content/m32487/l.l/>.
222 CHAPTER 4. TERM 4
• A healthy environment: Flowers enhance our environment. Nature them. Healthy foods give us
healthy bodies. Discuss healthy, nourishing foods and list them. Do a survey to find out whether your
classmates eat healthy foods.
• Number concept and counting to and beyond 200 are practised.
• Even and uneven numbers, rounding off numbers and place values are revised.
• The table of 4 and 3 and sharing activities are included in this module.
• Addition with renaming is practised.
• Doubling with renaming.
• Bonds of 19.
• The following activities have also been included: mass, capacity, fractions and distance.
• Learners are introduced to the objects: pyramids, prisms and cylinders.
• The faces of these 3-D shapes are discussed and compared.
4.2.6 LEANER SECTION
4.2.7 Content
4.2.7.1 ACTIVITY: Place values and number sentences [LO 1.5, LO 1.6, LO 1.8, LO 1.10]
• Complete.
28 = 2 tens + 8 units
54 = tens + units
44 =
83 =
98 =
64 =
32 =
19 =
29 =
48 =
61 =
73 =
• Complete.
26 = 20 + 6
59 = +
47 = +
82 = +
91 = +
66 = +
39 = +
19 = +
24 = +
45 = +
68 = +
76 = +
LO 1.5
LO 1.10
Table 4.9
Herbenoem die getal in die sirkel en voltooi die getalsin, bv.
223
26 + (23) ► 26 + 20 + 3
46 + 3 ► tf
So 26 + 23 = 41
43 + (15
-> 43 + +
So 43 + 15
2. 31 + 25 — ► 31 +
So 31 + 25
3. 16 + (33) -*" 16
So
Figure 4.9
LO 1.8
LO 1.10
Table 4.10
• Read these story sums carefully.
• Think! Must you add or must you subtract?
1. Liz spent 31 c and Sally spent 25 c. How much did they spend altogether?
They spent c altogether.
2. Henry has saved R43. Mo has saved R24 more than Henry. How much has Mo saved?
224 CHAPTER 4. TERM 4
Mo has saved R
3. Mike paid R53 for a book and R24 for crayons. How much did he spend altogether?
Mike spends R altogether.
4. Des had 62c. He bought marbles for 31c. How much has he left?
Des has c left.
5. Sisulu had R98. He spent R33. How much has he left?
Sisulu has R left?
6. Tom had 29c. He gave Des 16c. How much has Tom left?
Tom has c left.
LO 1.6
LO 1.8
Table 4.11
4,2,8 Assessment
Learning Outcome 2. 'The learner will be able to recognise, describe and represent numbers and their rela-
tionships, and to count, estimate, calculate and check with competence and confidence in solving problems.
Assessment Standard 1.5: We know this when the learner recognises the place value of digits in whole
numbers to at least 2-digit numbers;
Assessment Standard 1.6: We know this when the learner solves money problems involving totals
and change in rands and cents, including converting between rands and cents.
Assessment Standard 1.8: We know this when the learner can perform calculations, using appropriate
symbols, to solve problems;
Assessment Standard 1.10: We know this when the learner uses the following techniques:
1.10.1 building up and breaking down numbers;
1.10.2 doubling and halving;
1.10.3 number-lines;
1.10.4 rounding off in tens.
225
4.3 Multiples and sharing 3
4.3.1 MATHEMATICS
4.3.2 Mathematics in the world around us
4.3.3 EDUCATOR SECTION
4.3.4 Memorandum
4.3.5 Critical and developmental outcomes:
The learners must be able to:
1. identify and solve problems and make decisions using critical and creative thinking;
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;
6. demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation;
7. reflect on and explore a variety of strategies to learn more effectively;
8. participate as responsible citizens in the life of local, national, and global communities;
9. be culturally and aesthetically sensitive across a range of social contexts;
10. explore education and career opportunities; and
develop entrepreneurial opportunities.
Integration of Themes:
• Inclusively: We can all learn from one another. Each person's culture can stimulate and enrich
another's. Show how this can be done.
• Human rights: Learners must respect the differences amongst themselves. Decide how they are
different, yet as worthy as their fellow classmates.
• A healthy environment: Flowers enhance our environment. Nature them. Healthy foods give us
healthy bodies. Discuss healthy, nourishing foods and list them. Do a survey to find out whether your
classmates eat healthy foods.
• Number concept and counting to and beyond 200 are practised.
• Even and uneven numbers, rounding off numbers and place values are revised.
• The table of 4 and 3 and sharing activities are included in this module.
• Addition with renaming is practised.
• Doubling with renaming.
• Bonds of 19.
• The following activities have also been included: mass, capacity, fractions and distance.
• Learners are introduced to the objects: pyramids, prisms and cylinders.
• The faces of these 3-D shapes are discussed and compared.
3 This content is available online at <http://cnx.Org/content/m32488/l.l/>.
226
CHAPTER 4. TERM 4
4.3.6 LEANER SECTION
4.3.7 Content
4.3.7.1 ACTIVITY: Multiples and sharing [LO 1.2, LO 1.7, LO 1.9, LO 5.6]
• Complete:
3x1 = 3
3 x 2
3
Figure 4.10
• Complete:
3x4 =
3x2 =
3x5 =
3x 10 =
3x1 =
3x9 = ~_
3x7=
4x3 =
2x3 =
5x3 =
10x3 =
1x3 =
9x3 =
7x3 =
LO 1.9
Table 4.12
• Tom wants to build tricycles.
• He needs to know how many wheels to buy for:
227
3 tricycles U y U y U y
3x3=
5 tricycles :
L tricycles
■
7 tricycles
2 tricycles
1
% tricycles
10 tricycles
6 tricycles
S tricycles :
:
Figure 4.11
LO 1.2
LO 1.9
Table 4.13
Share out these smarties into 3 bags.
Figure 4.12
228
CHAPTER 4. TERM 4
Each bag has smarties.
• Share out these apples amongst 3 horses.
Figure 4.13
Each horse gets apples.
• Share out these marbles amongst 3 boys.
15
o o
o o o
o o o
o o
°o°
o o
Figure 4.14
Each boy gets marbles.
LO 1.7
Table 4.14
Share out these smarties into 3 bags.
229
18
15
0&> -o
Each bag has smarties. Each bag has smarties.
Figure 4.15
Share out these sweets between 2 children.
16
Each child has sweets. Each child has sweets.
Figure 4.16
Share out these marbles into 5 bags.
CWf^O CWfV^
o ^ ^ o
Each bag has marbles. Each bag has marbles.
Figure 4.17
LO 1.7
Table 4.15
• Complete the tables.
230
CHAPTER 4. TERM 4
Tricycles
1
4
3
5
7
9
8
10
6
2
Wheels
3
Table 4.16
Bicycles
1
4
3
5
7
9
8
10
6
2
Wheels
2
Table 4.17
Cars
1
4
3
5
7
9
8
10
6
2
Wheels
4
Table 4.18
Trucks
1
4
3
5
7
9
8
10
6
2
Wheels
10
Table 4.19
3 Tricycles have wheels.
9 Tricycles have wheels.
3 Bicycles wheels.
9 Bicycles wheels.
Tricycles
1
Wheels
3
9
30
12
24
6
15
27
18
21
Table 4.20
Bicycles
1
Wheels
3
9
30
12
24
6
15
27
18
21
Table 4.21
Cars
1
Wheels
3
9
30
12
24
6
15
27
18
21
Table 4.22
Trucks
1
Wheels
3
9
30
12
24
6
15
27
18
21
Table 4.23
LO 1.2
LO 5.6
Table 4.24
231
4,3.8 Assessment
Learning Outcome 2. 'The learner will be able to recognise, describe and represent numbers and their rela-
tionships, and to count, estimate, calculate and check with competence and confidence in solving problems.
Assessment Standard 1.2: We know this when the learner counts forwards and backwards;
Assessment Standard 1.7: We know this when the learner solves and explains solutions to practical
problems that involve equal sharing and grouping and that lead to solutions that also include unitary fractions
(eg- 1);
Assessment Standard 1.9: We know this when the learner performs mental calculations.
Learning Outcome 2:The learner will be able to recognise, describe and represent patterns and rela-
tionships, as well as to solve problems using algebraic language and skills.
Assessment Standard 2.3: We know this when the learner creates own patterns.
4.4 Mass and distances 4
4.4.1 MATHEMATICS
4.4.2 Mathematics in the world around us
4.4.3 EDUCATOR SECTION
4.4.4 Memorandum
4.4.5 Critical and developmental outcomes:
The learners must be able to:
1. identify and solve problems and make decisions using critical and creative thinking;
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;
6. demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation;
7. reflect on and explore a variety of strategies to learn more effectively;
8. participate as responsible citizens in the life of local, national, and global communities;
9. be culturally and aesthetically sensitive across a range of social contexts;
10. explore education and career opportunities; and
develop entrepreneurial opportunities.
Integration of Themes:
• Inclusively: We can all learn from one another. Each person's culture can stimulate and enrich
another's. Show how this can be done.
• Human rights: Learners must respect the differences amongst themselves. Decide how they are
different, yet as worthy as their fellow classmates.
• A healthy environment: Flowers enhance our environment. Nature them. Healthy foods give us
healthy bodies. Discuss healthy, nourishing foods and list them. Do a survey to find out whether your
classmates eat healthy foods.
• Number concept and counting to and beyond 200 are practised.
This content is available online at <http://cnx.Org/content/m32490/l.l/>.
232 CHAPTER 4. TERM 4
• Even and uneven numbers, rounding off numbers and place values are revised.
• The table of 4 and 3 and sharing activities are included in this module.
• Addition with renaming is practised.
• Doubling with renaming.
• Bonds of 19.
• The following activities have also been included: mass, capacity, fractions and distance.
• Learners are introduced to the objects: pyramids, prisms and cylinders.
• The faces of these 3-D shapes are discussed and compared.
4.4.6 LEANER SECTION
4.4.7 Content
4.4.7.1 ACTIVITY: Mass and distances [LO 1.2, LO 1.3, LO 1.4, LO 1.8, LO 1.10, LO 2.2, LO
4.3, LO 4.7]
4.4.7.1.1 Tom's backpack
1 lunch box with 4 sandwiches
1 i of cool drink
3 apples
2 chocolates
4.4.7.1.2 Des' backpack
1 lunch box with 6 sandwiches
2 i of cool drink
1 apple
2 chocolates
Answer these questions.
1. (name) lunch box has the greater mass. Why?
2. (name) lunch box has the smaller mass. Why?
3. One litre bottle can fill 4 mugs.
4. Tom will drink mugs of cool drink.
5. Des will drink mugs of cool drink.
6. Tom eats one quarter of an apple a day. He will eat a quarter of an apple for
days.
7. Des eats one half of an apple a day. He will eat half an apple for
days.
8. The chocolate has 8 squares. They eat 4 squares a day. They each have 4 squares for
days.
LO 1.4
LO 4.7
Table 4.25
• Complete.
1. Tom and Des walked 5 km in one day. They will walk:
10 km in days.
25 km in days.
233
50 km in days.
2. The camp is 15 km from Tom's house and 12 km from Des' house. Tom's house
is km further.
3. Tom can hit the ball 35 m far.
Des can hit the ball 4 m further.
He can hit the ball m.
4. Tom counted 28 birds.
Des counted 5 less.
Des counted birds.
5. They left the house at 8 o'clock in the morning. The first day they came to the campsite at 3 o'clock
in the afternoon. They walked for hours.
LO 1.8
LO 4.3
LO 4.7
Table 4.26
4.4.7.1.3 Number the houses
Figure 4.18
LO 1.3
LO 1.4
LO 2.2
Table 4.27
234
CHAPTER 4. TERM 4
• Complete the counting pattern. Join the numbers.
\
U.
,35
66
70
71
72
51
SO
\
63
V-'-"
37
65
£0
67
69
50
73
52
62
60
39
65
L\
Ifl
7£
79
53
61
Lb
59
LL
US
L3
75
5L
75
77
Lb
55
LI
57
LI
56
55
76
Figure 4.19
• Colour the even numbers in red.
• Colour the uneven numbers in blue.
• Round off to the nearest multiple of 10.
1 1
22
34
17
29
33
27
41
21
36
26
46
LO 1.2
LO 2.2
LO 1.10
Table 4.28
• Rename and double:
32
30 + 2
I I
60 + I
235
IL =
20 + L
I
I
li =
3£
42
22 =
Figure 4.20
LO 1.8
LO 1.10
Table 4.29
4,4,8 Assessment
Learning Outcome 2. 'The learner will be able to recognise, describe and represent numbers and their rela-
tionships, and to count, estimate, calculate and check with competence and confidence in solving problems.
Assessment Standard 1.2: We know this when the learner counts forwards and backwards;
Assessment Standard 1.3: We know this when the learner knows and reads number symbols from 1
to at least 200 and writes number names from 1 to at least 100;
Assessment Standard 1.4: We know this when the learner orders, describes and compares numbers;
Assessment Standard 1.8: We know this when the learner can perform calculations, using appropriate
symbols, to solve problems;
Assessment Standard 1.10: We know this when the learner uses the following techniques:
1.10.1 building up and breaking down numbers;
1.10.2 doubling and halving;
236 CHAPTER 4. TERM 4
1.10.3 using concrete apparatus (e.g. counters);
1.10.4 number- lines.
Learning Outcome 2:The learner will be able to recognise, describe and represent patterns and rela-
tionships, as well as to solve problems using algebraic language and skills.
Assessment Standard 2.2: We know this when the learner copies and extends simple number sequences
to at least 200.
Learning Outcome 4:The learner will be able to use appropriate measuring units, instruments and
formulae in a variety of contexts.
Assessment Standard 4.3: We know this when the learner calculates elapsed time;
Assessment Standard 4.7: We know this when the learner estimates, measures, compares and orders
objects using standard measures.
4.5 Bonds 5
4.5.1 MATHEMATICS
4.5.2 Mathematics in the world around us
4.5.3 EDUCATOR SECTION
4.5.4 Memorandum
4.5.5 Critical and developmental outcomes:
The learners must be able to:
1. identify and solve problems and make decisions using critical and creative thinking;
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;
6. demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation;
7. reflect on and explore a variety of strategies to learn more effectively;
8. participate as responsible citizens in the life of local, national, and global communities;
9. be culturally and aesthetically sensitive across a range of social contexts;
10. explore education and career opportunities; and
develop entrepreneurial opportunities.
Integration of Themes:
• Inclusively: We can all learn from one another. Each person's culture can stimulate and enrich
another's. Show how this can be done.
• Human rights: Learners must respect the differences amongst themselves. Decide how they are
different, yet as worthy as their fellow classmates.
• A healthy environment: Flowers enhance our environment. Nature them. Healthy foods give us
healthy bodies. Discuss healthy, nourishing foods and list them. Do a survey to find out whether your
classmates eat healthy foods.
• Number concept and counting to and beyond 200 are practised.
5 This content is available online at <http://cnx.Org/content/m32491/l.l/>.
237
Even and uneven numbers, rounding off numbers and place values are revised.
The table of 4 and 3 and sharing activities are included in this module.
Addition with renaming is practised.
Doubling with renaming.
Bonds of 19.
The following activities have also been included: mass, capacity, fractions and distance.
Learners are introduced to the objects: pyramids, prisms and cylinders.
The faces of these 3-D shapes are discussed and compared.
4.5.6 LEANER SECTION
4.5.7 Content
4.5.7.1 ACTIVITY: Bonds [LO 1.2, LO 1.3, LO 1.8, LO 1.9, LO 2.2]
• Count the marbles.
Figure 4.21
4.5.7.1.1 Bonds of 19.
• Complete:
18
10
13
1 1
12 -
16
14 -
1 +
3 +
5 +
= 19 so, + 18 = 19
= 19 so, + 10 = 19
= 19 so, + 13 = 19
= 19
= 19
= 19
= 19
_ = 19
_ = 19
= 19
LO 1.3
LO 1.9
Table 4.30
Count the marbles.
238
CHAPTER 4. TERM 4
• • •
Figure 4.22
111
Complete:
19- 1 =
19 - 4 = _
19 - 10 =
19 - 9 = _
19 - 3 = _
19 - 6 = _
19 - 2 = _
19 - 5 = _
19 - 8 = _
19-7 =
so 19 - 18 = 1
19-
19-
19-
19-
19-
19-
19-
19-
19-
Here is a mini-dartboard.
LO 1.3
LO 1.9
Table 4.31
Figure 4.23
• You have 2 darts.
On which numbers must you land to make a total of 19?
• Write the results here.
239
= 19
= 19
= 19
= 19
= 19
= 19
= 19
= 19
= 19
= 19
• What if you had 3 darts?
= 19
= 19
= 19
= 19
= 19
= 19
LO 1.9
Table 4.32
• Complete the counting pattern by joining the numbers.
Figure 4.24
Complete: How many cherries on the trees?
240
CHAPTER 4. TERM 4
Figure 4.25
LO 1.2
LO 2.2
LO 1.8
Table 4.33
4.5.8 Assessment
Learning Outcome 2. 'The learner will be able to recognise, describe and represent numbers and their rela-
tionships, and to count, estimate, calculate and check with competence and confidence in solving problems.
Assessment Standard 1.2: We know this when the learner counts forwards and backwards;
Assessment Standard 1.3: We know this when the learner knows and reads number symbols from 1
to at least 200 and writes number names from 1 to at least 100;
Assessment Standard 1.8: We know this when the learner can perform calculations, using appropriate
symbols, to solve problems;
Assessment Standard 1.9: We know this when the learner performs mental calculations;
Learning Outcome 2:The learner will be able to recognise, describe and represent patterns and rela-
tionships, as well as to solve problems using algebraic language and skills.
Assessment Standard 2.2: We know this when the learner copies and extends simple number sequences
to at least 200.
4.6 Shapes 6
4.6.1 MATHEMATICS
4.6.2 Mathematics in the world around us
4.6.3 EDUCATOR SECTION
4.6.4 Memorandum
4.6.5 Critical and developmental outcomes:
The learners must be able to:
6 This content is available online at <http://cnx.org/content/m32496/!. l/>.
241
1. identify and solve problems and make decisions using critical and creative thinking;
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;
6. demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation;
7. reflect on and explore a variety of strategies to learn more effectively;
8. participate as responsible citizens in the life of local, national, and global communities;
9. be culturally and aesthetically sensitive across a range of social contexts;
10. explore education and career opportunities; and
develop entrepreneurial opportunities.
Integration of Themes:
• Inclusively: We can all learn from one another. Each person's culture can stimulate and enrich
another's. Show how this can be done.
• Human rights: Learners must respect the differences amongst themselves. Decide how they are
different, yet as worthy as their fellow classmates.
• A healthy environment: Flowers enhance our environment. Nature them. Healthy foods give us
healthy bodies. Discuss healthy, nourishing foods and list them. Do a survey to find out whether your
classmates eat healthy foods.
• Number concept and counting to and beyond 200 are practised.
• Even and uneven numbers, rounding off numbers and place values are revised.
• The table of 4 and 3 and sharing activities are included in this module.
• Addition with renaming is practised.
• Doubling with renaming.
• Bonds of 19.
• The following activities have also been included: mass, capacity, fractions and distance.
• Learners are introduced to the objects: pyramids, prisms and cylinders.
• The faces of these 3-D shapes are discussed and compared.
4.6.6 LEANER SECTION
4.6.7 Content
4.6.7.1 ACTIVITY: Shapes [LO 1.2, LO 1.8, LO 2.2, LO 3.1, LO 3.2, LO 3.7]
• Where have you seen these shapes?
Figure 4.26
242
CHAPTER 4. TERM 4
• These shapes are called pyramids.
• Discuss what is the same/different about them.
• Discuss their faces from positions 1 and 2.
• Where have you seen these shapes?
This shape is called
a triangular prism
This shape is called
a cylinder.
Figure 4.27
• Discuss what is the same/different about them.
• Discuss their faces from positions 1 and 2.
• Collect boxes that look like pyramids, prisms and cylinders.
• See which of them can roll. Why?
• See which of them can slide. Why?
LO 3.1
LO 3.2
LO 3.7
Table 4.34
1
3
81
7
53
51
£3
L\
„
*
N
S3
71 ""
\5
55
1
W
45
35
31
87
77
57
71
61
II
33
23
21
85
75
73
51
67
31
13
11
81
11
61
63
65
21
27
15
A
Figure 4.28
Complete the counting pattern by joining the numbers.
• Complete: How many people are left in the shop?
243
Figure 4.29
LO 1.2
LO 1.8
LO 2.2
Table 4.35
4,6.8 Assessment
Learning Outcome 2. 'The learner will be able to recognise, describe and represent numbers and their rela-
tionships, and to count, estimate, calculate and check with competence and confidence in solving problems.
Assessment Standard 1.2: We know this when the learner counts forwards and backwards;
Assessment Standard 1.8: We know this when the learner can perform calculations, using appropriate
symbols, to solve problems;
Learning Outcome 2:The learner will be able to recognise, describe and represent patterns and rela-
tionships, as well as to solve problems using algebraic language and skills.
Assessment Standard 2.2: We know this when the learner copies and extends simple number sequences
to at least 200.
Learning Outcome 3:The learner will be able to describe and represent characteristics and relationships
between two-dimensional shapes and three-dimensional objects in a variety of orientations and positions.
Assessment Standard 3.1: We know this when the learner recognises, identifies and names two-
dimensional shapes and three-dimensional objects in the school environment and in pictures
Assessment Standard 3.2: We know this when the learner describes, sorts and compares two-
dimensional shapes and three-dimensional objects in pictures and the environment
Assessment Standard 3.7: We know this when the learner describes positional relationships (alone
and/or as a member of a group or team) between three-dimensional objects or self and a peer.
244 CHAPTER 4. TERM 4
4.7 Vehicles - distance 7
4.7.1 MATHEMATICS
4.7.2 Mathematics in the world around us
4.7.3 EDUCATOR SECTION
4.7.4 Memorandum
4.7.5 Critical and developmental outcomes:
The learners must be able to:
1. identify and solve problems and make decisions using critical and creative thinking;
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;
6. demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation;
7. reflect on and explore a variety of strategies to learn more effectively;
8. participate as responsible citizens in the life of local, national, and global communities;
9. be culturally and aesthetically sensitive across a range of social contexts;
10. explore education and career opportunities; and
develop entrepreneurial opportunities.
• Integration of Themes:
• Social justice: The story of the secret signs shows how history can be important. What are the
advantages of knowing things about the past?
Learners can divide into groups, visit the library and do more research on the origin of our number system,
the Roman numerals, etc.
Learners can do projects on Mathematics found in nature, in the classroom and in the home. They learn
to work together in a team, listen to one another and to share ideas.
Discuss whether so called "bargains" are always bargains. What is your attitude towards "sales" in shops?
Is it always necessary to give / receive birthday presents? Why do you give presents? When would not
giving presents be acceptable?
•
• With the inclusion of the story of the secret sign at this stage, learners are able to understand the
significance of the "0" as "place holder" (indegrated with Literacy).
• The patterns with addition and subtraction of 6, 7, 8 and 9 are emphasised.
• Telling the time in minutes become easy as learners count the minutes in 5's.
• Codes are used to find the answer to a puzzle.
• As preparation for the Christmas celebrations, the month of December is used for activities involving
the calendar.
• Module 8 concludes with a game where crackers with number sentences are matched to lights on the
Christmas tree.
7 This content is available online at <http://cnx.Org/content/m32497/l.l/>.
245
4.7.6 LEANER SECTION
4.7.7 Content
4.7.7.1 ACTIVITY: Place value [LO 1.5, LO 1.9, LO 3.1]
• Read the story of the secret sign.
("History of numbers", MacDonald's First Library, "Number")
Abelard was a monk who lived in the twelfth century A.D. He lived in England.
Abelard loved to solve number puzzles.
He used Roman figures such as these with which to count:
I, II, III, IV, V, VI, VII, VIII, IX, X
One day some Arab merchants told Abelard about a secret sign and nine numbers used by the Arabs for
counting. They said any total could be written using nine numbers and the secret sign.
One night Abelard climbed over the wall of the monastery in England and set off to Cordova in Spain.
It took him many months to get there and to learn the language. After many exciting and dangerous
adventures, he returned to England bringing with him the Arabs' secret. He used the Arabic numbers 1, 2,
3, 4, 5, 6, 7, 8 and 9 AND the "0" - the secret sign - as a placeholder. Making use of the secret sign "0" he
could write any number.
The Arabs learnt much from the Hindus. So Abelard returned to England with the new numbers and
the secret sign.
• Our number system, which we use today, is really a combination of the work of the Arabs and the
Hindus.
• When we draw 20 like this,
We are saying that there are two groups
of ten and "0" units. "0" is the placeholder
for the units.
Three groups of ten and U units.
Figure 4.30
• Draw the picture numbers for:
68 90
246
CHAPTER 4. TERM 4
4.7.7.1.1 Values and places
• Look at:
23
Figure 4.31
The value of 23, when renamed, is 20 + 3
The place value of the 2 in 23 is 2 tens and the place value of the 3 in 23 is 3 units.
Tens Units
2 3
What is the value of 61 (rename) +
M
72
SO
58
What is the place value of the numbers underlined?
3<J
72
80
5S
a
a
Figure 4.32
LO 1.5
Table 4.36
4.7.7.1.2 Mathematics in shape
• Work in groups of 4.
• Here is the key to the sums.
247
A
O
□
5 1 8
7 • 10
Figure 4.33
A*0--5-*-
□ ♦ □-_♦.
+ • ._♦.
A * • - — ♦.
Ol
A
AJ
O— ♦■
• = + ,
A-— ♦■
0-— ♦.
W - I I -
AA- A-
Figure 4.34
LO 1.9
LO 3.1
Table 4.37
• Work with a partner.
• Use this key to make up your own sums in shapes. Use "+", "-" and "x".
248
CHAPTER 4. TERM 4
• Ask someone in the class to write in the answers. Mark the sums.
A
1
L
O
2
5
3
•
[0
Figure 4.35
2.
3.
4.
5.
6.
7.
How many were correct?
Name:
4,7.8 Assessment
Learning Outcome 2. -The learner will be able to recognise, describe and represent numbers and their rela-
tionships, and to count, estimate, calculate and check with competence and confidence in solving problems.
Assessment Standard 1.5: We know this when the learner recognises the place value of digits in whole
numbers to at least 2-digit numbers;
Assessment Standard 1.9: We know this when the learner performs mental calculations;
Learning Outcome 3:The learner will be able to describe and represent characteristics and relationships
between two-dimensional shapes and three-dimensional objects in a variety of orientations and positions.
Assessment Standard 3.1: We know this when the learner recognises, identifies and names two-
dimensional shapes and three-dimensional objects in the school environment and in pictures.
4.8 Patterns 8
4.8.1 MATHEMATICS
4.8.2 Mathematics in the world around us
4.8.3 EDUCATOR SECTION
4.8.4 Memorandum
4.8.5 Critical and developmental outcomes:
The learners must be able to:
8 This content is available online at <http://cnx.org/content/m32498/!. l/>.
249
1. identify and solve problems and make decisions using critical and creative thinking;
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;
6. demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation;
7. reflect on and explore a variety of strategies to learn more effectively;
8. participate as responsible citizens in the life of local, national, and global communities;
9. be culturally and aesthetically sensitive across a range of social contexts;
10. explore education and career opportunities; and
develop entrepreneurial opportunities.
• Integration of Themes:
• Social justice: The story of the secret signs shows how history can be important. What are the
advantages of knowing things about the past?
Learners can divide into groups, visit the library and do more research on the origin of our number system,
the Roman numerals, etc.
Learners can do projects on Mathematics found in nature, in the classroom and in the home. They learn
to work together in a team, listen to one another and to share ideas.
Discuss whether so called "bargains" are always bargains. What is your attitude towards "sales" in shops?
Is it always necessary to give / receive birthday presents? Why do you give presents? When would not
giving presents be acceptable?
•
• With the inclusion of the story of the secret sign at this stage, learners are able to understand the
significance of the "0" as "place holder" (indegrated with Literacy).
• The patterns with addition and subtraction of 6, 7, 8 and 9 are emphasised.
• Telling the time in minutes become easy as learners count the minutes in 5's.
• Codes are used to find the answer to a puzzle.
• As preparation for the Christmas celebrations, the month of December is used for activities involving
the calendar.
• Module 8 concludes with a game where crackers with number sentences are matched to lights on the
Christmas tree.
4.8.6 LEANER SECTION
4.8.7 Content
4.8.7.1 ACTIVITY: Patterns [LO 1.8, LO 1.9, LO 1.11, LO 1.12, LO 2.2, LO 2.4]
• Discover the pattern and complete it.
• Tell your friend what you have discovered.
9 + 1 = 10
9 + 2 =
9
8 + 2 = 10
8 + 3 =
250
CHAPTER 4. TERM 4
7 + 3 = 10
7 + 4 -
7
6 + 4 = 10
6 + 5 -
6
18 - 9 = 9
17-9
16
17- 8 =
16- 8 =
15
16-7 =
15-7 =
14
15- 6 =
14- 6 =
13
9 + 5 =
19 + 5
29 + 5
39
49
8 + 6 =
18 + 6
28
38
48
7+7 =
17 + 7 =
27
37
47
8 + 8 =
18 + 8 =
28
38
48
LO 1.8
LO 1.11
LO 2.4
Table 4.38
Do you remember the pattern':
251
, 1
+ 9
-9
10
10
n
19
29
29
59
59
89
S7
39
35
69
65
^9
LL
79
72
99
99
Figure 4.36
• Complete the pattern:
4, (+9) 13, +9
50, (-9)
LO 1.8
LO 2.2
Table 4.39
252
CHAPTER 4. TERM 4
+s
-SI
10
10
7
n
6
14.
g
n
9
17
4.
18
2
15
5
16
1
12
13
]
Figure 4.37
• Check with a friend to compare your answers.
LO 1.9
LO 1.12
LO 2.2
Table 4.40
• Arrange these groups of numbers from the least to the most.
• Discuss the counting pattern that they make.
• Work in groups of four.
1. 60, 30, 90, 80, 40, 10, 50, 20, 70,
Count
ing pattern:
31, 27, 35, 25
2. 23,
37
29,
33,
Count
ing pattern:
13, 19, 7, 3 1,
3. 25,
1,
Count
ing pattern:
36, 28, 8, 20,
4. 40,
16,
4, 32
,12,
24,
Counting pattern:
253
4,8.8 Assessment
Learning Outcome 2. 'The learner will be able to recognise, describe and represent numbers and their rela-
tionships, and to count, estimate, calculate and check with competence and confidence in solving problems.
Assessment Standard 1.8: We know this when the learner can perform calculations, using appropriate
symbols, to solve problems;
Assessment Standard 1.9: We know this when the learner performs mental calculations;
Assessment Standard 1.11: We know this when the learner explains own solutions to problems;
Assessment Standard 1.12: We know this when the learner checks the solution given to problems by
peers.
Learning Outcome 2:The learner will be able to recognise, describe and represent patterns and rela-
tionships, as well as to solve problems using algebraic language and skills.
Assessment Standard 2.2: We know this when the learner copies and extends simple number sequences
to at least 200;
Assessment Standard 2.4: We know this when the learner describes observed patterns.
4.9 Directions 9
4.9.1 MATHEMATICS
4.9.2 Mathematics in the world around us
4.9.3 EDUCATOR SECTION
4.9.4 Memorandum
4.9.5 Critical and developmental outcomes:
The learners must be able to:
1. identify and solve problems and make decisions using critical and creative thinking;
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;
6. demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation;
7. reflect on and explore a variety of strategies to learn more effectively;
8. participate as responsible citizens in the life of local, national, and global communities;
9. be culturally and aesthetically sensitive across a range of social contexts;
10. explore education and career opportunities; and
develop entrepreneurial opportunities.
• Integration of Themes:
• Social justice: The story of the secret signs shows how history can be important. What are the
advantages of knowing things about the past?
Learners can divide into groups, visit the library and do more research on the origin of our number system,
the Roman numerals, etc.
Learners can do projects on Mathematics found in nature, in the classroom and in the home. They learn
to work together in a team, listen to one another and to share ideas.
9 This content is available online at <http://cnx.Org/content/m32499/l.l/>.
254
CHAPTER 4. TERM 4
Discuss whether so called "bargains" are always bargains. What is your attitude towards "sales" in shops?
Is it always necessary to give / receive birthday presents? Why do you give presents? When would not
giving presents be acceptable?
•
• With the inclusion of the story of the secret sign at this stage, learners are able to understand the
significance of the "0" as "place holder" (indegrated with Literacy).
• The patterns with addition and subtraction of 6, 7, 8 and 9 are emphasised.
• Telling the time in minutes become easy as learners count the minutes in 5's.
• Codes are used to find the answer to a puzzle.
• As preparation for the Christmas celebrations, the month of December is used for activities involving
the calendar.
• Module 8 concludes with a game where crackers with number sentences are matched to lights on the
Christmas tree.
4.9.6 LEANER SECTION
4.9.7 Content
4.9.7.1 ACTIVITY: Directions [LO 1.6, LO 1.9, LO 1.11, LO 3.8]
• Travel along the lines and complete the routes:
p 1
,F
,J
r K
1
£ ,
»
Figure 4.38
1. From M to C:
M,L,
C.
or
M,N,
C.
2. From M to A:
M,
or
M,
or
M,
LO 3.8
This is where my friends and I live.
• Ek woon by 10.
• Ron woon by 5.
• Sisulu woon by 27.
• Piet woon by 22.
Table 4.41
2 L
6 7
,li
B
17 1
i 10
* *
IS i> 1? IS
,11 »
.» ,r* ,P .F
£ :P ,«
Figure 4.39
Om by my maats te gaan kuier moet ek rigtings ken. Ek gebruik hierdie tekens.
255
af links reqs
Figure 4.40
• As ek by Ron wil gaan kuier, moet ek op stap van 10 tot 5.
• Skryf die rigtings (tekens) van my huis by 10 na:
• Sisulu se huis:
• Piet se huis:
• Bespreek of daar ander roetes ook is om by hulle te kom.
LO 3.8
Table 4.42
Travel long the lines and complete the routes.
256
CHAPTER 4. TERM 4
£ *
.& ik 2 — 4
;*j
_j?l j» ja in m ,,,
Figure 4.41
• My friends have to travel to 18 where the school is.
• Pat travels from 28 to 18.
This is her route: 28
If each number is 2 km from the next number on the route, then Pat travels
km to school.
If she pays 20c for every 2 km she will pay to get to school. Sam's route
is from 7 to 18.
7,
His route is km.
He pays to school.
He pays to school and back home.
• Does Sam pay more or less than Pat?
• Give a reason for your answer.
LO 1.6
LO 1.11
LO 3.8
Table 4.43
• Complete.
Pat goes to school on this bus.
1. This bus travels on route 2. (only 2's are used in the number sentences)
22*2t!
2+2-2-
1
1
2+2*2-
22-2-2-
22-2.2-
f„ „ „ ■>
2x2+2-
v^ ^r ^r ^
Figure 4.42
257
Mo goes to school on this bus.
2. This bus travels on route 3. Write the number sentences on the stops. Use only 3's.
l*l,l-
v J
1
22»2--2;
T
71-2-7
T
2*2-2-
2x2-2.
T
22-2t2-
2«2*?=
T
T
Figure 4.43
Ann goes to school on this bus.
3. This bus travels on route 4. Write the number sentences, using only 4's.
Figure 4.44
LO 1.9
Table 4.44
4,9.8 Assessment
Learning Outcome 2. -The learner will be able to recognise, describe and represent numbers and their rela-
tionships, and to count, estimate, calculate and check with competence and confidence in solving problems.
Assessment Standard 1.6: We know this when the learner solves money problems involving totals
and change in rand and cents;
Assessment Standard 1.9: We know this when the learner performs mental calculations;
Assessment Standard 1.11: We know this when the learner explains own solutions to problems;
Learning Outcome 3:The learner will be able to describe and represent characteristics and relationships
between two-dimensional shapes and three-dimensional objects in a variety of orientations and positions.
Assessment Standard 3.8: We know this when the learner understands directions.
258 CHAPTER 4. TERM 4
4.10 Telling the time 10
4.10.1 MATHEMATICS
4.10.2 Mathematics in the world around us
4.10.3 EDUCATOR SECTION
4.10.4 Memorandum
4.10.5 Critical and developmental outcomes:
The learners must be able to:
1. identify and solve problems and make decisions using critical and creative thinking;
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;
6. demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation;
7. reflect on and explore a variety of strategies to learn more effectively;
8. participate as responsible citizens in the life of local, national, and global communities;
9. be culturally and aesthetically sensitive across a range of social contexts;
10. explore education and career opportunities; and
develop entrepreneurial opportunities.
• Integration of Themes:
• Social justice: The story of the secret signs shows how history can be important. What are the
advantages of knowing things about the past?
Learners can divide into groups, visit the library and do more research on the origin of our number system,
the Roman numerals, etc.
Learners can do projects on Mathematics found in nature, in the classroom and in the home. They learn
to work together in a team, listen to one another and to share ideas.
Discuss whether so called "bargains" are always bargains. What is your attitude towards "sales" in shops?
Is it always necessary to give / receive birthday presents? Why do you give presents? When would not
giving presents be acceptable?
•
• With the inclusion of the story of the secret sign at this stage, learners are able to understand the
significance of the "0" as "place holder" (indegrated with Literacy).
• The patterns with addition and subtraction of 6, 7, 8 and 9 are emphasised.
• Telling the time in minutes become easy as learners count the minutes in 5's.
• Codes are used to find the answer to a puzzle.
• As preparation for the Christmas celebrations, the month of December is used for activities involving
the calendar.
• Module 8 concludes with a game where crackers with number sentences are matched to lights on the
Christmas tree.
°This content is available online at <http://cnx.Org/content/m32500/l.l/>.
259
4.10.6 LEANER SECTION
4.10.7 Content
ACTIVITY: Telling the time [LO 4.1, LO 4.3]
• Dad gave Des a present.
• Now he can tell the time.
• He counts the minutes past the hour in 5's.
• He counts the minutes to the next hour in 5's.
He finds out that there are
minutes in an hour.
9 The lonq hand
minutes to
the next
hour
is the minute hand.
minutes past
/ the next hour
Figure 4.45
• As the long minute hand moves to 1, Des says, "Five past one."
• As the long minute hand moves to 2, Des says, " past "
• As the long minute hand moves to 3, Des says, " minutes past
past one."
What time is it now?
minutes past
minutes past
minutes past
This can also be "a quarter
• Des must meet Mike and Tom to go shopping for presents.
• He must meet Mike and Tom at 2 o'clock.
• He watches the long hand and counts the minutes to 2 o'clock.
He says:
260
CHAPTER 4. TERM 4
25 minutes to 2 o'clock.
minutes to .
minutes to
or a quarter to 2 o'clock
minutes to ,
minutes to .
Figure 4.46
"Hip, hip hooray," says Des.
Only more minutes to 2 o'clock.
And off he went to meet his friends.
LO 4.1
LO 4.3
Table 4.45
4,10.8 Assessment
Learning Outcome 4:The learner will be able to use appropriate measuring units, instruments and formulae
in a variety of contexts.
Assesseringstandaard 4.1: We know this when the learner reads analogue and digital clock time in
hours and minutes;
Assesseringstandaard 4.3: We know this when the learner calculates elapsed time.
261
4.11 Adding and subtracting 11
4.11.1 MATHEMATICS
4.11.2 Mathematics in the world around us
4.11.3 EDUCATOR SECTION
4.11.4 Memorandum
4.11.5 Critical and developmental outcomes:
The learners must be able to:
1. identify and solve problems and make decisions using critical and creative thinking;
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;
6. demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation;
7. reflect on and explore a variety of strategies to learn more effectively;
8. participate as responsible citizens in the life of local, national, and global communities;
9. be culturally and aesthetically sensitive across a range of social contexts;
10. explore education and career opportunities; and
develop entrepreneurial opportunities.
• Integration of Themes:
• Social justice: The story of the secret signs shows how history can be important. What are the
advantages of knowing things about the past?
Learners can divide into groups, visit the library and do more research on the origin of our number system,
the Roman numerals, etc.
Learners can do projects on Mathematics found in nature, in the classroom and in the home. They learn
to work together in a team, listen to one another and to share ideas.
Discuss whether so called "bargains" are always bargains. What is your attitude towards "sales" in shops?
Is it always necessary to give / receive birthday presents? Why do you give presents? When would not
giving presents be acceptable?
•
• With the inclusion of the story of the secret sign at this stage, learners are able to understand the
significance of the "0" as "place holder" (indegrated with Literacy).
• The patterns with addition and subtraction of 6, 7, 8 and 9 are emphasised.
• Telling the time in minutes become easy as learners count the minutes in 5's.
• Codes are used to find the answer to a puzzle.
• As preparation for the Christmas celebrations, the month of December is used for activities involving
the calendar.
• Module 8 concludes with a game where crackers with number sentences are matched to lights on the
Christmas tree.
1 This content is available online at <http://cnx.Org/content/m32501/l.l/>.
262
CHAPTER 4. TERM 4
4.11.6 LEANER SECTION
4.11.7 Content
ACTIVITY: Adding and subtracting [LO 1.6, LO 1.10, LO 1.11]
• Read these advertisements. Complete them.
Figure 4.47
LO 1.6
LO 1.10
Table 4.46
• My friends went shopping for bargains (see p. 20). Tell a friend how you got the answer.
• Voltooi:
1. Mo bought 5 ping pong balls for c and one fishing net for c.
She paid = c
2. Bob bought 4 beach bats for R and 1 pair of goggles for R ..
He paid R + R =
3. Mom gave Des Rl to buy diving sticks.
He bought diving sticks for c.
He took change home.
263
4. Tom paid R for 2 beach balls. He also bought 5 ping pong balls for c.
He paid R + c. =
5. What will 3 pairs of goggles cost if the price is R30 for 1 pair?
LO 1.6
LO 1.10
LO 1.11
Table 4.47
• Here is a present for you.
• Write the answers of the number sentences to find out what the code is for:
A=
B =
C =
D =
E =
F =
G =
H =
I =
J =
K =
L =
Figure 4.48
A 36 + 5 =
B 28- 3 =
C 94 - 3 = "
D 9 + 8 =
E 17- 7=
F 12 + 12 = _
G 6 + 6 + 6 =
H 6x 2 =
13x3 =
J 67- 5 =
K 50 + 20 = _.
L 88 - 80 =
• Use the code to find out what is in the box.
264 CHAPTER 4. TERM 4
Code: 25, 41, 8, 8
Answer:
• Check with a friend to see what he found in the box.
4.11.8 Assessment
Learning Outcome 2. 'The learner will be able to recognise, describe and represent numbers and their rela-
tionships, and to count, estimate, calculate and check with competence and confidence in solving problems.
Assessment Standard 1.6: We know this when the learner solves money problems involving totals
and change in rand and cents;
Assessment Standard 1.10: We know this when the learner uses the following techniques:
1.10.1 building up and breaking down numbers;
1.10.2 doubling and halving;
1.10.3 number-lines;
1.10.4 rounding off in tens.
Assessment Standard 1.11: We know this when the learner explains own solutions to problems;
4.12 Calendar 12
4.12.1 MATHEMATICS
4.12.2 Mathematics in the world around us
4.12.3 EDUCATOR SECTION
4.12.4 Memorandum
4.12.5 Critical and developmental outcomes:
The learners must be able to:
1. identify and solve problems and make decisions using critical and creative thinking;
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;
6. demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation;
7. reflect on and explore a variety of strategies to learn more effectively;
8. participate as responsible citizens in the life of local, national, and global communities;
9. be culturally and aesthetically sensitive across a range of social contexts;
10. explore education and career opportunities; and
develop entrepreneurial opportunities.
• Integration of Themes:
• Social justice: The story of the secret signs shows how history can be important. What are the
advantages of knowing things about the past?
2 This content is available online at <http://cnx.Org/content/m32502/l.l/>.
265
Learners can divide into groups, visit the library and do more research on the origin of our number system,
the Roman numerals, etc.
Learners can do projects on Mathematics found in nature, in the classroom and in the home. They learn
to work together in a team, listen to one another and to share ideas.
Discuss whether so called "bargains" are always bargains. What is your attitude towards "sales" in shops?
Is it always necessary to give / receive birthday presents? Why do you give presents? When would not
giving presents be acceptable?
•
• With the inclusion of the story of the secret sign at this stage, learners are able to understand the
significance of the "0" as "place holder" (indegrated with Literacy).
• The patterns with addition and subtraction of 6, 7, 8 and 9 are emphasised.
• Telling the time in minutes become easy as learners count the minutes in 5's.
• Codes are used to find the answer to a puzzle.
• As preparation for the Christmas celebrations, the month of December is used for activities involving
the calendar.
• Module 8 concludes with a game where crackers with number sentences are matched to lights on the
Christmas tree.
4.12.6 LEANER SECTION
4.12.7 Content
4.12.7.1 ACTIVITY: Calendar [LO 1.1, LO 1.2, LO 1.3, LO 1.9, LO 4.2]
• Here is a calendar for December.
1 s
M
D
W
D
V
5
/
1
2
3
L
5
6
7
8
<?
10
15
26
31
/l
Figure 4.49
Write in the missing numbers.
M stands for
F stands for
The 10th of December is on a
Mo's birthday is on the 15th of December. How many days is that before Christmas?
days.
266
CHAPTER 4. TERM 4
• Tom's birthday is 7 days after Mo's birthday. Tom's birthday is on the
• The 30th of November is on a
of December.
LO 1.9
LO 4.2
Table 4.48
Complete the bus route to the next town.
« • • • ♦
50 100 ISO
-• • »
Figure 4.50
• Mark the stop at 225 with a X.
• Mark the stop at 305 with a O.
• Mark the stop at 999 with a #.
• Which number on the route comes between:
100
500
450
600
350
200
600
550
700
450
100
If the bus takes 5 minutes to travel between and 50, how long does the bus travel from:
to 200 ?
to 400 ?
to 600 ?
minutes
minutes
minutes
LO 1.2
LO 1.3
Table 4.49
• Guess how many peanuts in each packet.
267
Figure 4.51
1. Packet C had the most/least
2. Packet B had the most /least
3. Packet A had (more/less) than C.
4. Packet B had (more/less) than A.
• Now count the peanuts in:
A= B = C =
• Check and see whether your answers in 1, 2, 3 and 4 were wrong yes/no or correct
• Draw 63 peanuts in this packet.
Arrange them in groups of ten.
yes/no
Figure 4.52
LO 1.1
LO 1.3
Table 4.50
• Make 6 different numbers each time.
• Write their number names.
268
CHAPTER 4. TERM 4
1. Use only the digits: 1, 2 and 3.
1 2 twelve 12
before after
2. Use only the digits: 9, 4 and 8.
3. Use only the digits: 6, 3 and 5.
LO 1.3
Table 4.51
• Play with a friend.
• Take turns to match a light to a cracker.
• Colour your crackers in red.
• Your friend can use yellow.
269
Figure 4.53
LO 1.9
Table 4.52
4,12,8 Assessment
Learning Outcome 2. 'The learner will be able to recognise, describe and represent numbers and their rela-
tionships, and to count, estimate, calculate and check with competence and confidence in solving problems.
Assessment Standard 1.1: We know this when the learner counts to at least 100 everyday objects
reliably;
Assessment Standard 1.2: We know this when the learner counts forwards and backwards in:
1.2.1 ones from any number between and 200;
1.2.2 tens from any multiple of 10 between and 200;
1.2.3 fives from any multiple of 5 between and 200;
1.2.4 twos from any multiple of 2 between and 200;
Assessment Standard 1.3: We know this when the learner knows and reads number symbols from 1
to at least 200 and writes number names from 1 to at least 100;
Assessment Standard 1.9: We know this when the learner performs mental calculations;
Learning Outcome 4:The learner will be able to use appropriate measuring units, instruments and
formulae in a variety of contexts.
Assessment Standard 4.2: We know this when the learner names in order the days of the week and
the months of the year.
270 ATTRIBUTIONS
Attributions
Collection: Mathematics Grade 2
Edited by: Siyavula Uploaders
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Module: "Friends"
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Pages: 1-10
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Module: "The calendar"
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Module: "Doubling and halving"
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Module: "One more and problem solving"
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Module: "Number facts"
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Module: "Sums in shapes at the fun fare"
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ATTRIBUTIONS 271
Module: "Tall and short"
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Module: "Friends"
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Module: "Grouping"
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Module: "Mass, doubling, halving"
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Module: "Measure"
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Module: "Money"
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Module: "Number sentences"
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Module: "Establishing position in the classroom"
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Module: "Graphs, adding and subtracting"
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Pages: 94-102
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Module: "Bonds of 10 and 11"
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Module: "Birthdays"
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Pages: 107-112
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Module: "Number patterns"
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Pages: 113-122
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Module: "Partners"
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Pages: 122-128
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Module: "Measure activities"
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Pages: 128-135
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ATTRIBUTIONS 273
Module: "Patterns"
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Pages: 135-137
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Module: "Vehicles - distance"
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Pages: 139-146
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Module: "Doubling"
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Pages: 146-152
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Module: "All about 16"
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Pages: 153-159
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Module: "All about 10"
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Pages: 159-163
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Module: "All about 13"
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Module: "Shapes"
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Pages: 168-173
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Module: "Fractions with squares"
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Pages: 173-183
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274 ATTRIBUTIONS
Module: "All about tens and twenties"
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Pages: 183-185
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Module: "All about 17"
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Module: "All about 18"
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Pages: 192-201
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Module: "Work with squares and circles"
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Pages: 202-206
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Module: "Multiples of 5 and 10"
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Pages: 207-211
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Module: "Addition, minus, multiplication and doubling"
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Pages: 213-221
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Module: "Place value and number sentences"
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Pages: 221-224
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Module: "Multiples and sharing"
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Pages: 225-231
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ATTRIBUTIONS 275
Module: "Mass and distances"
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Pages: 231-236
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Module: "Bonds"
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Pages: 236-240
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Module: "Shapes"
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Pages: 240-243
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Module: "Vehicles - distance"
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Pages: 244-248
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Module: "Patterns"
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Pages: 248-253
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Module: "Directions"
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Pages: 253-257
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Module: "Telling the time"
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Pages: 258-260
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Module: "Adding and subtracting"
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URL: http://cnx.org/content/m32501/Ll/
Pages: 261-264
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276 ATTRIBUTIONS
Module: "Calendar"
By: Siyavula Uploaders
URL: http://cnx.org/content/m32502/l-l/
Pages: 264-269
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